Abstract:

Introduction and aim:
In a context characterized by sociodemographic change, increased diversity, and dense digital media landscapes, UNESCO’s vision (2000) that all children have the human right to benefit from an education that will meet their learning needs, appears as a challenge.

This paper presents results from a study of the diversity to be found in policy and practice in the area of digital communication in upper secondary school in Sweden and relates the findings to digital-communicative practices in society at large and to educational steering documents.

Diversity is seen as the normal situation and the aims are a) to investigate communicative practices and how these make diversity (in)visible in teaching and learning across subjects and b) to problematize the concept of diversity without only focusing on groups such as gender, ethnicity and class (Bagga-Gupta 2017; Brown et al. 2012; García & Wei 2014).

Methodology:
The study builds on perspectives of learning and communication pertaining to the fields of Education, Communication Studies, Sociolinguistics, and Literacy studies. Ethnography is the overall epistemological and methodological approach, that allows both for an insider’s and an observer’s perspective (Agar 1996; Wolcott 1999). The theoretical framing of communication is based on Vygotskian thinking, which underscores the importance of agency and active participation in social practices and activities (Säljö 2000, 2005; Wertsch 1985).

The study comprises a comparative analysis of three levels of data:
1) a pilot study, consisting of a survey and ensuing focus group interviews with students from a Swedish upper secondary school,
2) a text analysis of relevant educational policies and steering documents in Sweden,
3) a text analysis of policies and state reports concerning digitalization and implementation processes in Sweden.

The pilot study concentrates on school-related usages of digital tools and resources across subjects and on the students’ conceptions of things, persons and processes relevant to the field of investigation. The comparative analytical perspective allows for knowledge contribution concerning the concertation of different levels in society related to digitalization, but also highlights tensions and disruptions.

Findings and theoretical and educational significance of the research:
It will be argued, that there are rifts both in the alignment of societal and educational practices in Sweden and between school-related policies and practices. For example, the results problematize:
a) the focus in school on textual instruction and communication in contrast to a multi-modal communicative society and the requirements of steering documents,
b) the “new digital divide” pertaining not to access to ICT, but rather to digital competence and support.

Against this backdrop, it is argued that it is a necessity in a democratic and inclusive society that support be given students in order to make today’s communicative resources accessible and usable for all.

Theoretically, it will be suggested that, in communication and learning with and through digital resources, diversity appears as variation in conceptions and practices. It thereby goes beyond intersectionally relevant factors, such as gender, ethnicity, and class and can be conceptualized as depending on the communicative situation.

Keywords:

Diversity, Digital communication, Upper secondary school, Student Support in Education, Inclusive Learning.