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The study explored in detail how Swedish gay fathers (through surrogacy) talked about the surrogate mother and the egg donor. Thirteen semi-structured interviews with 22 gay fathers were conducted and analysed using critical discursive analysis. The surrogates were primarily constructed as a close family member, but occasionally in terms of their instrumental function. They were often described as active and independent, but occasionally as vulnerable or exploited. The egg donors were in some interviews constructed as close family members, while others talked about them as distant acquaintances. Further, donors were constructed either as a significant individual (for the fathers), or as an instrumental provider of the oocyte. While some participants constructed the surrogate and/or donor as their child's mother(s), others were more reluctant or ambivalent about the mother construct. In conclusion, the participants engaged in rhetorical work that shed a positive light on surrogacy, and their own decisions were depicted as solid, ethical and genuine. The participants' positive framing can be understood as the production of a counter discourse, in relation to an ongoing debate in Sweden, in which surrogacy is constructed as exploitation, dehumanization and prostitution.

IVF with ROPA (Reception of Oocytes from Partners) allows lesbian mothers to share biological motherhood. The gestational mother receives an egg from her partner who becomes the genetic mother. This article examines the ethics of IVF with ROPA with a focus on the welfare of the woman and the resulting child, on whether ROPA qualifies as a "legitimate" medical therapy that falls within the goals of medicine, and on the meaning and value attributed to a biologically shared bond between parents and child. We also contrast IVF with ROPA with egg donor IVF for heterosexual couples and intrafamilial live uterus transplantation with IVF, and show how Swedish legislation makes certain ways of sharing biological bonds out of place. In Sweden, IVF with ROPA is illegal, egg donor IVF for heterosexual couples is allowed and practiced as is sperm donor IVF for lesbians, and live uterus transplantation is performed within a research project (though not allowed in regular health care). But is ROPA really ethically more problematic than these other cases? The article argues that IVF with ROPA gives rise to fewer ethical questions than does live uterus transplantation with IVF and, in some cases, egg donor IVF.

After lesbian couples have decided to become parents, their family-making journey entails a wide range of encounters with professionals in fertility clinics and/or in maternal and child healthcare services. The article presents the results of an analysis of 96 lesbian mothers' interview talk about such encounters. In their stories and accounts, the interviewees draw on two separate and contradictory interpretative repertoires, the 'just great' repertoire and the 'heteronormative issues' repertoire. Throughout the interviews, the 'just great' repertoire strongly predominates, while the 'heteronormative issues' repertoire is rhetorically minimized. The recurrent accounts of health services as 'just great', and the mitigation of problems, are meaningful in relation to a broader discursive context. In a society where different-sex parents are the norm, the credibility of other kinds of parenthood is at stake. The 'just great' repertoire has a normalizing function for lesbian mothers, while the 'heteronormative issues' repertoire resists normative demands for adaptation.

Queer studies of education have become a growing field with a range of theoretical and political positions and methodological approaches. Moreover, research with lesbian, gay, bisexual, transgender and queer (LGBTQ) kids is tightly connected to anti-homophobia, anti-transphobia and norm-critical activism. One of the key contentions within this field is what researchers and activists mean by "queer" in the context of education: is it a focus on queer/ed subjectivities? Is it about using queer theories to critique forms and norms of education in a given sociopolitical context? Who is queer/ed in schools? Is the language of homophobia and transphobia the best or even correct way to describe and analyse normative educational settings and frameworks?

Queer studies of education and research with lesbian, gay, bisexual, transgender and queer (LGBTQ) kids, tightly connected to anti-homophobia, anti-transphobia and norm-critical activism, have become a growing field with a range of theoretical and political positions and methodological approaches. One of the key contentions within this field is what researchers and activists mean by "queer" in the context of education: is it a focus on queer/ed subjectivities? Is it about using queer theories to critique forms and norms of education in a given sociopolitical context? Who is queer/ed in schools? Is the language of homophobia and transphobia the best or even correct way to describe and analyse normative educational settings and frameworks? In this issue of Confero, we highlight both ethnographic investigations of queer and queered kids in school and critical views of school's policy making and normative frameworks. Queer education research is a rapidly growing area of study. Where researchers and activists insist on the entanglements between not least sexual, gendered and racialised structural formations, we also insist on our expectation that principal values in schools meet the increasing challenges from queer activism and research.

Klimatförändringar leder till ökade och nya risker i samhällen. Översvämningar från skyfall är en sådan risk som redan genererar stora skador, vilka förväntas öka markant i framtiden. Inte minst riskerar många villaägare att drabbas av översvämningar och de har också tillskrivits en central roll i Sveriges klimatanpassningsarbete. Trots detta har inga tidigare svenska studier undersökt specifikt hur villaägare påverkats av översvämningar bortom skadekostnader och ytterst få har undersökt hur de har hanterat eller ser på sitt ansvar att förebygga översvämningsrisker. Bristen på sådan kunskap kan leda till mindre informerade beslut om klimatanpassning. Genom intervjuer med villaägare som drabbats av översvämningar undersöker denna studie hur villaägare; ser på översvämningsrisker, har påverkats materiellt och hälsomässigt, har hanterat situationen, och ser på ansvar att förebygga nya skador. Studien påvisar tydliga effekter på villaägares välbefinnande, att få villaägare har implementerat åtgärder, tendenser att underskatta risker för översvämningar samt att ansvaret för förebyggande åtgärder skjuts över till andra aktörer.