Uppbrott, avbrott, omstart. En etnografisk studie av disruptivitet i en svensk grundskola

Abstract in English

This dissertation explores the concept of disruptivity (disruptivitet) in the Swedish public education system, centering on Nya Tallskolan – a secondary school situated in a suburban area I call Tallskog. Historically shaped by territorial stigma and socio-economic marginalization, Tallskog has been the focus of various government interventions aimed at improving both living conditions and the neighborhood’s reputation. As part of a large municipal initiative to ”lift” Tallskog, Nya Tallskolan was built with the goal of fostering positive change in both the school and the surrounding community.

Drawing on two years of ethnographic fieldwork, this study examines how disruptions —arising from national and local educational reforms, high staff turnover, and modifications to the school’s physical environment — shape everyday practices within the school. The fieldwork includes participant observation and interviews with ninth-grade students, teachers, school leaders, youth workers, and community members, as well as active involvement in students’ after-school activities, including local youth center initiatives and summer job programs for Tallskog’s youth.

Disruptivity, as explored in this dissertation, refers to a dynamic and ongoing process in which continuous cycles of change prevent long-term consolidation and perpetuate uncertainty. These disruptions are not isolated events but structural features of the school that interact and overlap with each other, while reinforcing existing inequalities. This study highlights how these recurring cycles influence both pedagogical relationships and the overall educational environment, illustrating the paradoxical effects of reforms that, while intended to improve the system, often exacerbate the challenges they aim to address. Situated within the broader context of the Swedish education system, the dissertation explores how market-driven policies and territorial stigmatization contribute to the persistent instability of Nya Tallskolan. Efforts to create a transparent and collaborative learning environment often resulted in further sources of disruption, as architectural and organizational changes undermined teaching practices and social relationships.

This dissertation contributes to a deeper understanding of how local and structural factors interact in shaping the educational landscape, particularly in marginalized urban areas. It underscores that disruptivity is not merely an obstacle to stability, but a critical lens through which to understand the complexities of institutional change, social inequality, and educational reform in contemporary Sweden.