The overall objective of this thesis is to examine in what way ethical theory and ethical analysis can contribute to further understanding of the ethical challenges of the multicultural classroom. Based on the fact that the world is going through a process of globalization and migration, the education-system and daily praxis of teaching is put in front of new ethical challenges. The teacher in the multicultural classroom is on a daily base confronted with various dilemmas regarding for example conflicting duties, universal and conflicting values and citizenship. Martha Nussbaum´s theory of world citizenship is used as an analytical framework for the thesis and student interviews from upper secondary school is used as a complementary perspective to Nussbaum´s theory. The research questions of the thesis are: Can the theory of World Citizenship Education, when structured and analyzed, give guidance for teaching citizenship in a multicultural classroom? Is it a plausible theory confronted with the ethical challenges of the multicultural classroom? In what way can a student perspective from a multicultural classroom try the relevance and present a complementary perspective to the theory of World citizenship education? The theory and the interviews are analyzed and structured out of the research questions and by the three ethical challenges of universal values, conflicting values and sense of belonging. The conclusion of the thesis states that, even though Nussbaum´s theory does have some constraints, it is to a large degree applicable and possible to relate to the ethical challenges of the multicultural classroom and as a guide for teachers. The theory is plausible in some aspects because it presents reasonable arguments on the necessity of educational reform in an interconnected world and because it makes educational proposals of instrumental worth of the teacher. The theory is however not plausible in other aspects because; the universal values presented are to vague and not specified which makes the theory difficult to use in practise, it does not pay enough attention to the conflicting perspective of the ethical challenges in classroom nor the pedagogical importance of social inclusion when discussing conflicting values and finally the theory demonstrates a contradiction regarding how to act as a teacher about sense of belonging and recognising identity of the students. The interviews demonstrate similar but also different responses to the ethical challenges in comparison with the theory. The students recognize the existence of universal values across cultural borders in a similar way as Nussbaum, even though the values put forward are of another character than Nussbaum´s. They do however present a sceptical view towards the idea of a world citizenship and stresses the importance of bringing up discussions about nationhood, migration and belonging without being afraid of breaking any taboos. At the end the thesis presents some practical guidelines for the teacher in the multicultural classroom that follows logical out of the conclusion. The final discussion highlight the fact that the challenges of the multicultural classroom in Sweden will likely continue, and emphasizes the potential of using ethics as an analytical tool for further developing a professional teaching approach.

Our intention with this study is to investigate teachers work in a multicultural classroom. For the purpose of this study, a web survey was constructed. The investigation was carried out among teachers on three different multicultural secondary schools in Sweden. 53 teachers informed us about their own experiences and thoughts concerning their work in a multicultural classroom. Conceptions as multiculturalism, methods in teaching, the climate in classrooms, teacher cultures and interculturalism has been used in the study. The investigation partly indicates that some teachers do not take multiculturalism into consideration, instead they have a individual view on their students. Although the majority of the teachers do that and actively tries to improve their work within the multicultural classroom. The teachers take care of their students similarities and differences because they want the students to understand about differences. Different views and perspectives are enriching. In order to improve their work the teachers wants further education and more support from the school management and colleagues. The teachers have a positive attitude in general towards the multicultural classroom. / Vår avsikt med denna studie är att undersöka lärares arbete i ett mångkulturellt klassrum. I syftet för studien gjordes en webbenkätundersökning. Undersökningen genomfördes bland lärare på tre mångkulturella 7-9 skolor i Sverige. 53 lärare delade med sig av sina erfarenheter och tankar om sitt arbete i ett mångkulturellt klassrum. Begrepp som mångkultur, undervisningsmetoder, klassrumsklimat, lärarkulturer och interkultur nyttjas i arbetet. Undersökningen visar dels att en del lärare inte tar det mångkulturella i beaktande eftersom de individanpassar undervisningen. Däremot gör flertalet det och försöker aktivt förbättra sitt arbete i det mångkulturella klassrummet. Lärarna tar vara på elevernas likheter och olikheter eftersom de vill att eleverna ska få förståelse för skillnaderna. Olika synsätt och perspektiv ses som något berikande. Vidare efterfrågar lärarna mer fortbildning och stöd från skolledning och kollegor för att kunna utveckla sitt arbete. Lärarna har genomgående en positiv inställning till det mångkulturella klassrummet.

The first aim of this SAG is to present and study three different researchers: Dahl (2021),Thorp (2016) and Johansson (2012) on how the subject of the use of history can beimplemented into history teaching and evolve students' way of thinking towards a betterhistorical consciousness. The second aim of this paper is to reflect on how the term uses ofhistory can be best implemented in a multicultural classroom. The third aim is to determinehow the terms use of history, historical consciousness and multiculturalism is defined inacademic research. To make these definitions we used the researchers Aronsson (2002),Karlsson (1999), Nordgren (2006, 2016), Rüsen (2004), Jeismann (1979), Koselleck (2004),Jensen (2003) and Runblom (2006). The material we have been using are doctoraldissertations and licentiate degrees which have been gathered from the digital platformsResearchgate, ERIC and DiVA. In our paper’s result the focus has been to present and reflectthe theoretical approaches that each researcher has obtained through their respective studiesregarding multicultural education, uses of history and historical consciousness. These resultsbecame the basis of a discussion of advantages and disadvantages regarding the optimal wayto construct an education plan for teachers. In our conclusion we presented the case that noneof the researchers' work was complete in itself and can be used in conjunction with each otherto better create a whole sided perspective on the best plan for history teaching. We also cameto the conclusion that terms uses of history, historical consciousness and multiculturalismcan be defined in a variety of ways. There are some disputes between each researcher in howthe relation between historical consciousness and uses of history can be defined. Thoughmost of them agree that multiculturalism includes a variety of aspects such as normality,individuality and that creation of identity is a big part of the multicultural classroom.

Syfte: Syftet med denna systematiska litteraturstudie är att undersöka vad forskningen säger om hur elever med svenska som andraspråk inkluderas i det svenska klassrummet. I detta ligger även att klargöra samverkans betydelse samt lärarens utmaningar att inkludera elever med mångkulturalitet. Frågeställningar: Frågeställningar som kommer ligga till grund i denna systematiska litteraturstudie är: Vilka faktorer bidrar till att elever med flerspråklighet inkluderas i klassrummet och vilka faktorer har en mer betydelse en andra? Vilka didaktiska utmaningar ställs lärare inför när de möter elever med svenska som andraspråk, och hur hanterar lärare dessa utmaningar i klassrummet? Hur kan samarbetet inom skolverksamheten tydliggöras så att elever med svenska som andraspråk inkluderas i klassrummet? Metod: Studien bygger på en systematisk litteraturstudie som utgår från vetenskapliga publikationer och rapporter. Litteratursökningen genomfördes via databasen ERIC (EBSCO) utifrån avgränsningar som peer reviewed och tidsbegränsning av publicering mellan åren 2005-2019. Resultatet och slutsatser: Resultatet av sökningen visade hur viktig skolpolitiken är när man diskuterar frågor som berör mångkulturalism. Att det finns viktiga faktorer som påverkar inkludering, bland annat stöttning, miljö, material och lärares kompetens.

The purpose of this study is to describe and discuss guidelines for the work of teachers in the multicultural classroom. The survey is based on what various experts stresses as fundamental in the work of teachers in the multicultural classroom. This includes the concepts of identity, especially the dual identity, culture, religion and language. Also the school as institutional practice, values and the school subject of religious studies. The method used in the study is based on a qualitative approach as a literature study. The study results show that a good integration is crucial for people with the dual identity. By coexistence people can maintain their roots and the new which provides a dual perspective. With the dual identity can the cultures that come together create a strong solidarity and completeness. People can if it retains both its roots and the new be whole, as the dual identity is about that the two identities are not mutually exclusive, but they are mutually overlaping and are valid simultaneously.  Through integration, and to retain their two identities prevents that humans encounter negative identity developments. The study result also show the importance of intercultural competence in schools.Teachers in religious studies can by having a good intercultural competence and knowledge of the subject show different perspectives and create a greater understanding of the similarities and differences which the dual identity is all about. To see from different perspectives, change patterns and avoid an “we and them” splitting is important. Teaching is integration if it is done properly and on the basis of elaborate lessons and approaches.