Doing Being Orten: Managing Commonplace Super‐Diversity in Swedish School‐Age Educare

ABSTRACT The present article examines how younger pupils in Swedish school‐age educare centers (SAECs) manage super‐diversity. Previous scholars have documented that pupils belonging to ethnic minority groups often are categorised as deviant and ‘other’ in relation to the native majority. In super‐diverse contexts, however, the relationship between majority and minority groups is not given, affecting social relationships. Data were drawn from ethnographic fieldwork in a super‐diverse SAEC (age 6–10 years). This article shows that in superdiverse SAECs, pupils construct and manage diversity in ethnic terms, challenging the normative language use which is a cornerstone of everyday nationhood in educational settings.