“…Beyond a pure behaviourist position, the teachers" rule-work strategies in the study can also be criticised from a constructivist position and progressive pedagogy, which stress reasoning, explanations, and pupil participation in rulemaking procedures (see for example DeVries & Zan, 2003;Schimmel, 1997 ). The latter is also more congruent with (a) the Swedish national curriculum (Utbildningsdepartementet, 1998), (b) the Swedish Education Act (Skollagen, 1985 : 1100, Chapter 1, 2 §), (c) policy documents from National Agency for Education regarding school rules (Skolverket, 2006 ) and citizenship education (Englund, 2000 ;Skolverket, 2000 ), (d) the United Nations Convention on the Rights of the Child (1989, Articles 12-13), and (e) the new sociology of childhood, which claims that children are not passive receivers but active agents in their socialisation process (Prout & James, 1997 ) which is confi rmed in many studies (e.g., Corsaro, 2005 ;Taylor et al , 2008 ;Thornberg, 2008aThornberg, , 2008b.…”