The purpose of this paper is to investigate and describe how principals in Swedish schools handle the issue concerning the participation of political parties. I want to find out a) What factors are the most  important  accordning  to  principals  when  deciding  if  political  parties  and/or  political  youth associations should be allowed in to schools or not? What are their positions on the issue? b) What does  the  process  look  like  when  schools  decide  to  invite  political  parties  and/or  political  youth associations? Who is responsible for inviting the politicians? c) How do principals view the new addition to the school law? How will it affect their work situation in the future?The study is qualitative and based on semi-structured interviews with seven principals from different schools in and around central Sweden. The main theoretical starting points are Herbert A. Simons theory of human decision making and organisational theory in the form of Michel Lipskys theory of the street-level bureaucrat. I´m also using an operationalized version of three categories highlighted by Sture Långström and Arja Virta to describe how pricipals approach the subject; the avoiders, the diggers and the tactics.My  conclusions  are  that  principals  have  a  positive  or  neutral  attitude  to  political  parties participating in schools. They percieve it as a possible tool to help shape the students into being active democratic citizens. Altough the principals are still keen on remaing in control of the day-to- day operations in the schools. Visits have to be informative for the students and a part of the regular education.  Schools  therefore  invite  more  often  for  debates  then  allow  political  parties  to  set  up tables in the corridors. Not all schools invite on a regular basis, some not at all. If schools invite it´s mostly in or around election time. Much of this can be attributed to the teachers. Principals tend to view teachers of social studies as having a special responsibility to take initiative. Teachers mostly plan invitations around election time. Therefore chances decrease that political parties also will be invited between elections.

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The Swedish society has quite rapidly undergone a change from a more homogenic population to a more multicultural one. This leads to questions about how teachers handle the recent change. This study aims to investigate if upper-secondary school teachers in biology experience challenges when teaching about the evolutionary theory in a multicultural society, and if biology teachers consider teachers resources to be supportive enough to conduct evolutionary education according to the national curriculum. This study uses interviews as the data collection method and the respondents are situated in different contexts in the Swedish school to provide a width to the sample even though few respondents are included. The results of the study show that biology teachers experience challenges connected to multiculturality and evolution teaching. The teachers mentioned three prominent categories where the challenges were most noticeable: misunderstandings, resistance, and lack of previous knowledge. The multicultural aspect occurred in all the categories. The results also showed that teachers believed that the teacher resources covered the needs for planning the content of evolutionary teaching but not how to face the value conflicts that emerge due to a collision between students’ faith and the evolutionary theory. The conclusion of the study is that all respondents experience challenges connected to their teaching of the evolutionary theory in the context of multiculturality, but the occurrence and severity of the problems are unique. The problems are mostly connected to the emotional disruptions that students´s experience when their beliefs and the evolutionary theory collides. The challenges result in a request for more resources for teachers to be able to face the students’ internal conflicts and to make the school more welcoming to students with different believes. Examples of resources that teachers might find helpful could be informative seminars and the development of simulations. / Sverige har under en relativt kort tidsperiod gått från ett land med en mer homogen befolkning till en mer multikulturell. Frågor uppstår då hur lärare hanterar denna förändring. Denna studie ämnar undersöka om gymnasielärare i biologi upplever utmaningar i samband med evolutionsundervisning i ett mångkulturellt samhälle samt om biologilärarna upplever att det finns nog med lärarresurser till stöd för att genomföra en evolutionsundervisning enligt de nationella läroplanerna. Studien använder sig av intervju som metod och alla respondenter kommer från olika geografiska platser samt skolsituationer inom den svenska skolan för att bidra med en bredd till urvalet trots ett lågt deltagarantal. Resultatet av studien visar att biologilärare på gymnasiet upplever utmaningar kring mångkulturalitet och undervisning av evolutionsteorin med varierande utsträckning och allvarlighetsgrad. Lärarna i studien nämnde tre kategorier som mest utmanande inom evolutionsundervisningen: missförstånd, motstånd och förkunskaper, där den mångkulturella aspekten förekom inom alla tre kategorier. Resultatet visade också att lärare upplever att de lärarresurser som finns idag är tillräckliga för behovet av upplevt stöd för innehållsplanering av evolutionsteoriundervisning men att det saknas resurser för hur lärare ska inkludera alla elever och möta värdekonflikter som uppstår till följd av en krock mellan elevers tro och evolutionsteorin. Studiens slutsats är att alla lärare upplever utmaningar inom evolutionsundervisning kopplat till mångkulturalitet men i olika utsträckning och komplexitet. Utmaningarna grundar sig främst i det emotionella dilemmat som elever upplever när tro och evolutionsteori krockar. I och med detta efterfrågas fler resurser för att kunna möta elevers inre konflikter och för att göra skolan mer välkomnande för elever med olika trosuppfattningar. Resurser som efterfrågas kan innebära allt från informativa seminarium till utveckling av simuleringsverktyg.

The purpose of this study is based on a implementation theoretical perspective, to understand, want, and be able to study the conditions for social studies and science teachers at the upper secondary school level to implement the content of The Instrument of Government on freedom of speech, freedom of opinion and discrimination. The study is based on the political scientist Lennart Lundqvist’s implementation theory of understanding, will and ability. To fulfill this purpose, we have conducted eight semi-structured interviews, which consists of four social studies teachers and four science teachers. Based on the material we received through the eight interviews, we can conclude that not all teachers that participated in this study understand the content on freedom of speech, freedom of opinion and discrimination. All teachers described through their self- image a will to implement the content of The Instrument of Government on freedom of speech, freedom of opinion and discrimination when they handle value conflicts. Even though many teachers haven’t experienced discrimination in value conflicts it is still important to work with it. The teachers had the knowledge in common as the main factor which enabled them to implement.