The aim of this study has been to investigate a group of upper secondary school teachers’ approach to work with the ethnic multi-culturalism that characterises the Swedish society of today and to point to the obstacles and possibilities the teachers see to work with this. With the help of interviews with eight teachers satisfying results could be reached. The results showed that it was possible to distinguish three different ways to think and act when it comes to the work with ethnic multi-culturalism in school and teaching. The approaches entailed different consequences on the way the teachers conduct their teaching. It was also shown that the teachers experience that there are more obstacles than possibilities to work with ethnic multi-culturalism. However, the obstacles that were pointed-out, for example lack of time, are all possible to overcome.

<p>The aim of this study has been to investigate a group of upper secondary school teachers’ approach to work with the ethnic multi-culturalism that characterises the Swedish society of today and to point to the obstacles and possibilities the teachers see to work with this. With the help of interviews with eight teachers satisfying results could be reached. The results showed that it was possible to distinguish three different ways to think and act when it comes to the work with ethnic multi-culturalism in school and teaching. The approaches entailed different consequences on the way the teachers conduct their teaching. It was also shown that the teachers experience that there are more obstacles than possibilities to work with ethnic multi-culturalism. However, the obstacles that were pointed-out, for example lack of time, are all possible to overcome.</p>