Den här rapporten är den första gemensamma publikation som vi gett ut inom ramen för konferensen om livsberättelseforskning som årligen hålls vid Karlstads universitet. De texter vi samlat här är skrivna av de författare som hörsammade vår uppmaning att bidra med färdiga artiklar till den sjätte livsberättelsekonferensen. De olika forskningsartiklarna är produkter av de enskilda författarnas arbete och de representerar deras särskilda intressen, men de har även påverkats av våra gemensamma diskussioner under och efter konferensen. Gemensamt för de olika bidragen i denna rapport är att livsberättelseansatsen är central för deras analyser och att de förhåller sig på olika sätt till relationen människa, erfarenhet och berättelse. Vi har placerat in artiklarna i tre temaområden, Livsberättelser - identitet och kontext, Livsberättelser - tillhörighet och språk samt Livsberättelser - livsvärld och lärande vilka illustrerar de centrala dragen avseende artiklarnas innehåll.

This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ (n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.

This paper focuses on how educational policy changes take shape in alocal school-context. Specifically, the aim is to show how discursive frag-ments (Ball, 2007) and/or nested narratives (Linde, 2009) stand out inteachers' institutional memories. The new 'meta-narrative' about educa-tion is characterized by neoliberal's ideas about privatization & marketiza-tion. To catch and understand these changes, from the teacher's perspec-tives, we focus on institutional memories (Linde, op cit). These workingmemories are told & retold by teachers, & in times of change, they areguides to future actions. New versions of memories of past events are pro-duced & reshaped in the time of the telling. Empirically, this study isanchored in 15 life-history interviews conducted with 8 teachers who havebeen working at the same secondary high-school in a Swedish middle-sized town. The school was recently shut down. The narratives cover a 40-year period of school-history. All interviews have been transcribed &screened for institutional memories. Results show how versions of institu-tional memories, framed by different discursive fragments & nested narratives, form a new local mosaic of narratives about education.