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Questions about Sweden's education system often consider the extent to which educational reforms between 1940 and 1990 con-tributed to social justice, equity and equality, and the extent to which neoliberal market reforms from the early 1990s onwards have reversed this tendency. Using Young's model of structural injustice, Wodak's critical discourse analysis, and a historical materi-alist research outcomes analysis relating to investigations of educa-tion justice, equity and equality, the present article explores this possibility. It suggests three things. 1. From a materialist perspec-tive on class-history, social democratic reforms from 1940 increased system capacity and retention and created a well-resourced and extended comprehensive school system with a shared curriculum for all pupils up to age 16, except for those with serious intellectual and physical difficulties. 2. However, these reforms failed to gen-erate educational justice, equity or equality. Contributing to mod-ernisation, economic growth and the stabilisation of capitalist production relations were far clearer aims and were also attained. 3. Neoliberal reforms after 1990 led to decreased relative education equity, but they did not create inequality and injustice, nor remove statements about equality aims. They did however change their discursive associations and realisation possibilities.

Background: Studies in educational and health research are sometimes accompanied by the adoption of a qualitative research approach. Qualitative research claims to achieve natural and first-hand data in a variety of ways. In this regard, the purpose of the present study was to evaluate the effectiveness of ethnography method in educational and health research.
Methods: An analytical-deductive method and analysis of the research experiences of the authors of this paper, whose field was often qualitative, were used. Accordingly, the reliable sources as well as the background studies of the researchers were analyzed.
Results: The findings showed that ethnography in education can provide insights into in-depth analysis of the beliefs, values, and experiences about school or university trends. Also, ethnography in health research can lead to the results such as improving health care, modifying high-risk behaviors, timely prevention, managing stress in the face of illness, emphasizing sensitivity of local communities, health knowledge generation and, in general, influencing the health policies in society.
Conclusion: Given the importance of ethnography in obtaining first-hand and in-depth results, it is recommended to provide appropriate awareness and application of the method among the research policies by the ministry of science and health.

A key motivation for the research presented in this book is that urban studies dominate contemporary educational research, as highlighted for example by Hargreaves, Kvalsund & Galton (2009). Consequently, knowledge of young people's marginalisation and participation in education and the wider society is based on observations of life in limited geographical/social contexts. The predominant metrocentricity leads to the neglect of needs that are not present, or readily apparent, in cities (Farrugia, 2014, p. 293) and underestimation of problems faced by rural youth. This is despite findings that it is mainly young people from outside metropolitan regions who express a lack of involvement in Swedish society and a dearth of confidence in both government and parliament (e.g. Swedish National Board for Youth Affairs, 2010). Thus, to obtain a more representative picture of young people's situations and education we need to explore rural youths and their schooling more broadly and deeply.

Der Beitrag basiert auf einer Meta-Analyse ethnographischer Studien zu den Auswirkungen von auf Individualisierung ausgerichteten Programmatiken und Politiken auf schwedische Schulen und Hochschulen und fokussiert die Themen Inklusion und Milieu/Klasse im schwedischen Bildungssystem. Nach einer Einführung in die Veränderungen im schwedischen Bildungssystem werden der methodische Zugang und die Ergebnisse der Studie vorgestellt. Insbesondere werden Spannungen zwischen dem Inklusionsanspruch einerseits sowie Individualisierungs- und Privatisierungstendenzen andererseits identifiziert. Vor dem Hintergrund einer fortgesetzten Reproduktion von Ungleichheitsverhältnissen im Zuge von Individualisierungsprozessen wird besondere Aufmerksamkeit auf diesen Aspekt gelegt. (DIPF/Orig.) ; Based on a meta-analysis of ethnographic research about the impacts of individualisation policies in Swedish schools and higher education, this paper examines issues of inclusion and social class in the Swedish education system. After an introduction into changes in the Swedish education system and the method of meta-ethnography, we will characterise the meta-ethnographical analysis undertaken and present a discussion of its results. Tensions between claims of educational inclusion and tendencies of individualisation and privatisation are identified. Specific attention is drawn to issues of social class due to a further un-evening in the education system as a result of individualisation. (DIPF/Orig.)

Policy networks constitute a new form of education governance through a mix of jodint working arrangements involving both public and private sector actors. This article explores the work of a specific actor in a Swedish educational policy network, active in the digitalization of schools. We examine how this actor fits within global policy networks and activities that are adding to and profiting from problems of the educational sector and not providing solutions for these difficulties by exploiting the existing mediatized problems in order to motivate the reduced expenditure on state-owned public services and to develop a conceptual foundation for launching private alternatives. ; Švietimo politikos tinklai sudaro tokią švietimo sistemos valdymo formą, į kurią įtraukti ir kartu veikia tiek viešojo, tiek privataus sektoriaus dalyviai. Švietimo politikos kūrimas pasitelkiant švietimo politikos tinklus sudarė sąlygas tokiam švietimo politikos procesui, kuris tampa vis labiau išskirstytas ir akivaizdžiai nematomas. Daug švietimo srityje dirbančių verslo įmonių yra integrali šių švietimo politikos procesų dalis. Jos parduoda švietimo politikos idėjas mokykloms ir universitetams bei veikia kaip patarėjai, vertintojai, paslaugų teikėjai ir tyrėjai arba konsultantai tokiomis sąlygomis, kai švietimo praktika vis labiau įgyja prekinį pobūdį (Ball, 2009; Burch, 2006; DiMartino & Scott, 2013). Šiame straipsnyje nagrinėjamas vienas iš specifinės privačios švietimo ir mokymo konsultantų agentūros veiklos ir santykių pjūvių; ta veikla ir santykiai yra susiję su specifine problema, pastaruoju metu keliančia daug diskusijų Švedijoje. Ši problema – žema motyvacija įgyti mokytojo profesiją, o šios problemos priežastimis dažniausiai laikomi debatai viešojoje žiniasklaidos erdvėje apie žemą mokytojo profesijos statusą. Tyrimo tikslas – remiantis šio specifinio atvejo analize parodyti, kaip švietimo sektoriaus privatizacija vyksta per švietimo srityje veikiančių verslo įmonių veiklą ir jų įtraukimą į įvairių institucijų ir viešųjų organizacijų veiklą. Tyrimo metodologinis dizainas – tinklo etnografija. Šis metodas gali būti pritaikomas tiriant, kaip mūsų dienomis organizacijos ir asociacijos dirba paveiktos globalizacijos ir įvairios visuomenės veiklos skaitmeninimo procesų (Ball, 2012; Howard, 2002). Šiame straipsnyje parodome, kad švietimo politikos tinklai ir gali, ir iš tiesų turi poveikį švietimo politikos rezultatams. Tai vyksta per procesą, kurio metu Švedijos mokytojų rengimo politika virsta preke, ir tai turi padarinių tiek mokytojo vaidmeniui, tiek nacionalinei švietimo sistemai. Privatūs paslaugų teikėjai (tokie kaip antai "Ed-Tech" konsultacijų įmonė) tapo įprastu būdu suprekinti švietimo sistemą. Tai reiškia, kad identifikuoti tinklai turi būti suprantami kaip plėšrūs ir pelnyjantys iš esamų problemų, kurių radosi dėl kitų priežasčių ir kurios egzistavo kitose sistemose. Todėl šiuo požiūriu jų ryšys su švietimu, kuriam jie teigia duodantys naudos, yra aiškiai parazitinis, bet ne labdaringas.