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Artikeln studerar hur grundskolepraktiken framträder för elever och vilken betydelse den har för deras uppfattningar om sin tillvaro i skolan. Den fokuserar skoleffekter relaterade till sociala och pedagogiska aktiviteter. Artikeln bygger på en studie som genomfördes i en åttondeklass på en högstadieskola där en majoritet av eleverna kommer från familjer med hög utbildningsnivå. Empirin består av intervjuer, klassrumsobservationer och policydokument. Studien visar att de ideal skolan grundar sin praktik på, skolhabitus, får olika konsekvenser beroende av hur väl elever kan förkroppsliga dessa ideal. Beroende på framgångar i detta avseende följer ett mer eller mindre positivt bemötande och större eller mindre frihet i klass-rummet.

In Sweden, according to the present curriculum lower secondary schools are responsible for providing and tutoring all students in information and communication technology (ICT) as a tool in the search for knowledge and learning. In this article, it is proposed that schools have different preconditions to fulfil these obligations, depending upon how they integrate ICT into their pedagogical practices. The aim of this article is to examine the relationship among classrooms, ICT access, and pedagogy by comparing three Swedish lower secondary schools with different social compositions. The data consist of observations, interviews and policy documents. It is suggested that it is necessary to have sufficient equipment and strong pedagogy for all schools to fully use the potential of ICT as an educational, learning and teaching tool. It is concluded that the schools do not have equal opportunities to provide students with a pedagogical practice that can enable ICT skills and knowledge due to unique mandatorships and social acting spaces.

This article examines the school-family relationship in order to understand what significance the family has for teachers, students, and head teachers. Drawing on theory by Reay (2004), this article deploys family and school habitus to analyse two Swedish lower-secondary schools with different social structures. The data consist of interviews and observations. Results indicate that one of the schools has a compatible habitus – that is, similar values among its families about education – which simplifies the relationship and allows it to be used to strengthen and develop school practices. The other school has a diverse habitus – that is, different values among its families about education. Therefore an equal relationship is more difficult to facilitate, because the families have different abilities to take on this responsibility. This article concludes that developing a pedagogy that fully integrates and acknowledges students’ ideas and life experiences is a potential force to change a school’s habitus, diminish the importance of the family habitus in schooling, and ensure that students receive equivalent education.

This article examines the objective possibilities of Swedish schools to offer an equal and functional pedagogical practice for students' acquisition of knowledge and skills. The data consist of policy documents, observations, and interviews with students, teachers, and head teachers in three educational settings distinguished by different social demographics. The focus allows for a comparative understanding of how tangible objects generate formations of schools as a relational phenomenon depending on geographic location and social background of students. The article indicates that the impact of materiality lies in its preceding power. It shapes the condition of institutions visualised in architecture, buildings, and the quality of and design of facilities and artefacts. From this material root emanates schools' values, appeal, social status, and pedagogical organisations – school effects – that empower or weaken the school's attraction and self-confidence. Different materialities influence each school's institutional habitus, producing school effects with unequal educational outcomes.