The research interest is directed towards the school's value-conveying mission as it is expressed in the subject plan for the religious studies subject. At the center of the investigation are the students' experiences of a high school education that is both separated from and in many ways integrated into the regular high school. The students' experiences of commuting between an integrated and at the same time exclusive educational situation give them special conditions to interpret and understand the premises for the pluralism that the school is supposed to foster.
With the aim of problematizing the value-based work of the integrated school, Emil Bernmalm shines a light on the students' experiences as special objects of the school's integration. Among other things, these experiences point to a daily school life tightly controlled by symbolic and social boundaries. In particular, the integrated classroom evokes feelings of exclusion and stigmatization that students have to deal with in their everyday school life. Against this background, Bernmalm argues that it is high time to re-evaluate, not only the value-transmitting mission of the school, but also complex processes such as integration and inclusion in the school.