Neoliberal currents have been described as permeating control and decision-making at all levels within the Swedish school system (Lundahl, 2002; Arnesen & Lundahl, 2006; Beach, 2010). This has turned out having consequences for teachers’ work as well as students’ learning and possibilities in school, not the least for students from different ethnic groups in suburbs which are usually areas of multi dimensional poverty, which has been drawn on in earlier research (Bunar, 2001, 2004; Beach & Sernhede, 2011, Kallstenius, 2010). Ethnicity is a complex concept and is often given its meaning in comparison within different groups of people and has until today historically signalled that it is something that is strange and often with a minority status (Ålund, 1999, 2002).

Within neoliberalism four Cs – change, choices, chances and competition - are posited on the notion that everybody should be rational and look upon themselves as free agents, able to grasp the opportunities, being flexible and autonomous (Phoenix, 2003, Gordon et al, 2000). Neutrality and free choices ignore complex interplay between race, gender, ethnicity and nationality, in which masculinity and the exercise of male power is a dominant feature (Gordon & Holland, 2003). These factors are impossible to ignore in relation to the choices being made by young people and teachers in schools and the consequences that these choices have in their learning and teaching (Beach & Dovemark, 2011, Lahelma & Öhrn, 2003). A tension is created by an expected gender, class based and ethnic neutrality and a shown narrowness regarding grades, recruitment and choices of schools.

Arnesen, Anne-Lise & Lundahl, Lisbeth (2006). Still Social and Democratic? Inclusive Education Policies in the Nordic Welfare States. Scandinavian Journal of Educational Research, 50:3, 285-300. Beach, Dennis. (2010). Identifying Scandinavian ethnography: comparisons and influences, Ethnography and Education, 5, 1-19. Beach, D & Dovemark, M. (2011). Twelve years of upper-secondary education in Sweden: the beginnings of a neo-liberal policy hegemony? Educational Review, 63:3, 313-327 Gordon, Tuula & Holland, Janet. (2003). Nations space: The construction of citizenship and differences in schools. I: Beach, Dennis, Gordon, Tuula, Lahelma, Elina. (Ed). Democratic Education: Ethnographic Challenges. London: Tufnell Press. Gordon, Tuula, Holland, Janet & Lahelma, Elina. (2000). From pupil to citizen: A gendered route. I: Arnot, Madeleine & Dillabough, Jo-Anne. (Ed). Challenging democracy: International perspectives on gender, education and citizenship. London: Routledge Falmer. Lahelma, Elina & Öhrn, Elisabet. (2003). ’Strong nordic women’ in the making? Gender policies and classroom practices. I: Beach, Dennis, Gordon, Tuula, Lahelma, Elina. (Ed). Democratic Education: Ethnographic Challenges. London: Tufnell Press. Lundahl, Lisbeth (2002). Sweden: decentralisation, deregulation, quasi-markets – and then what? Journal of Education Policy, 17:6, 687-697. Phoenix, Ann. (2003). Neoliberalism and masculinity: Racialization and the contradictions of schooling for 11- to 14-years-olds. Youth and Society, 36(2), 227-246. Öhrn, Elisabet. (2011). Class and ethnicity at work. Segregation and conflict in a Swedish secondary school. Education Inquiry, 2(2), 345-357.