Den här studien handlar om en nyanländ elevs möte med svensk skola och kartläggningen av hennes litteracitet. Studien är en deskriptiv fallstudie inspirerad av etnografiska principer med bland annat videoinspelningar av kartläggningssamtal. I de inspelade samtalen deltar en elev, en förälder, tolk samt en kartläggare. Under samtalen ställs en stor mängd frågor men det ges inte mycket tid eller utrymme för utvecklande av svar, fördjupande frågor eller följdfrågor. Eleven ifråga kan tala flera olika språk och har haft såväl franska som arabiska som undervisningsspråk då hon har gått fem år i skola innan hon anlände till Sverige. Elevens tidigare erfarenheter av undervisning i litteracitet tycks vara begränsad till högläsning samt att skriva av text som läraren skriver på tavlan. Det blir därför svårt för henne att förstå frågor som kartläggaren ställer i samband med textläsning och textanalys under kartläggningen. I flera avseenden föreligger relativt stora skillnader mellan elevens tidigare skolerfarenheter och praktiken i skolan som väntar henne i Sverige.

Social change requires new educational planning and sustainable teaching methods. Shaping an environment of care with animals as a part of the daily school life may produce such a change. In this article, we present a transdisciplinary study with the aim of exploring whether raising chickens in a classroom could promote learning, especially sustainability learning, and how. The study employs an ethnographic approach and we have analyzed the data according to interaction analysis. We collected the data in a culturally-diverse Finnish primary school class during May 2018. The data comprise field notes, videos and photographs from indoor and outdoor school activities; interviews and discussions with teachers and students; and, texts and artifacts that were made by students. The results show that having chickens in the classroom not only improved the students' learning of biology, but also enhanced many other activities. The chicken project became part of a complex learning culture that met several of the aims of the curriculum and in many ways reached beyond the aim of merely learning science. The project became a natural part of sustainability education and promoted the acquisition of knowledge and skills in relation to the ecological and social dimensions of sustainability.any structural obstacles to health, influence, competence, impartiality, or meaning making. The crucial elements that should be maintained in a socially sustainable context are trust, common meaning, diversity, capacity for learning, and capacity for self-organization. Even if these criteria are not especially worked out for schools, they are still applicable in a school context. 'Learning as meaning making' involves identities and emotions and emphasizes that when learning, people try to make sense of the situation with its frame, objects, and relationships based on experiences and cultural resources [6].According to Gadotti [7], sustainability means that people live in harmony with each other and the environment; a crucial goal, therefore, is that there should be harmony among the differences [7]. The social dimension of sustainability supports equality in culturally-diverse settings. Among many other important questions, sustainability education must deal with inequality and power issues [1] and it should recognize challenges on ethical, cognitive, and practical levels [3]. Based on empirical research, Green and Summerwille [8] distinguish four meta-level categories through which they understand the essential elements of sustainability education:

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Den här artikeln fokuserar på social hållbarhet som undervisningspraxis, inte som undervisningsinnehåll, närmare bestämt hur den naturvetenskapliga undervisningen kan förverkligas på ett socialt hållbart sätt. Forskningsfrågan är hur lärare som undervisar i naturvetenskaper kan erbjuda elever mer likvärdiga förutsättningar att utveckla scientific literacy. Vi sökte svaret med stöd av klassrumsobservationer i Finland och Sverige. I resultatet utkristalliserade sig särskilt fyra kategorier med relevans för social hållbarhet i undervisningen: språkanvändning, konkretisering, tidsanvändning och uppmuntran till elevinitiativ. Ett likvärdigt lärande i naturvetenskaper kräver en didaktik där målmedvetet språkbruk sammanflätas med konkreta lärandesituationer utan tidspress. Det är även ett lärande där elevinitiativ tillvaratas.   Social sustainability and scientific literacy in multilingual science classrooms Abstract The focus of this article is social sustainability as a teaching practice, not as teaching content. Specifically, the concern is how to realize science teaching in a socially sustainable way. The research question is how science teachers could offer students equal opportunities to develop scientific literacy. We have searched for answers through classroom observations in Finland and Sweden. The analysis revealed four categories with relevance to social sustainability teaching practice: language use, tangibility, time use, and encouragement of student initiatives. Equal science learning requires teaching methods that include purposeful use of language in practical learning situations without time pressure. It is also the teaching that supports student initiatives. Keywords: social sustainability, sustainability education, subject language, scientific literacy, science education