“You Know, the World is Pretty Unfair” – Meaning Perspectives in Teaching Social Studies to Migrant Language Learners

This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher group second-language learners Grade 6, data being gathered by observations, voice recordings, collection materials throughout seven weeks. analysis, drawing upon discourse theory sociological theories education, is conducted from perspective Critical Discourse Analysis. result, highlighting curriculum area about living conditions, shows Western-centric beliefs divided world were perpetuated both during introductory activities searching for information different countries. mainstream meaning was also sustained when modelled ways using language expressing content knowledge. Throughout, migrant positioned as privileged Swedish citizens. Implications shaping which builds on students’ diverse knowledges experiences discussed.