<p>Purpose: The purpose with the essay is to examine how some teacher’s works with intercultural questions, if they are looking after student’s cultural background, earlier experiences and knowledge’s in their teaching. We have formulated three questions whom we want answer to.</p><p>Method: The essay began with a theoretical research to get more knowledge of intercultural pedagogic. The study part is based on seven interviews in two schools in Södertälje, five with teachers and two with assistant principals. The conclusions of our essay are based on the results of our study.</p><p>Result: The study shows that the two discourses “national self-understanding” and “the democratic credot” still lives and compete with each other. School 2 has a more monoculture perspective where the teachers emphasize the Swedish languages as a condition for students to get through their schooling. School 1 is more interested to emphasize the multicultural where the intercultural perspective is something that is clearer. But still none of the two schools have a working mother tongue education, though School 1 concentrates on to give their teacher’s education in these subjects so that they get knowledge and realise the importance for bilingual students to development their mother tongue so that they can development their second language. It can be a consequence that the “national self-understanding” stills exits and that student and their parents therefore decide not to not have a mother tongue education because they think that’s the way to get “better” in the Swedish language.</p>

Purpose: The purpose with the essay is to examine how some teacher’s works with intercultural questions, if they are looking after student’s cultural background, earlier experiences and knowledge’s in their teaching. We have formulated three questions whom we want answer to. Method: The essay began with a theoretical research to get more knowledge of intercultural pedagogic. The study part is based on seven interviews in two schools in Södertälje, five with teachers and two with assistant principals. The conclusions of our essay are based on the results of our study. Result: The study shows that the two discourses “national self-understanding” and “the democratic credot” still lives and compete with each other. School 2 has a more monoculture perspective where the teachers emphasize the Swedish languages as a condition for students to get through their schooling. School 1 is more interested to emphasize the multicultural where the intercultural perspective is something that is clearer. But still none of the two schools have a working mother tongue education, though School 1 concentrates on to give their teacher’s education in these subjects so that they get knowledge and realise the importance for bilingual students to development their mother tongue so that they can development their second language. It can be a consequence that the “national self-understanding” stills exits and that student and their parents therefore decide not to not have a mother tongue education because they think that’s the way to get “better” in the Swedish language.

The purpose of this study is to search for and compare how teachers in a multicultural municipal school and in a multicultural independent school design their teaching to benefit all the students in the classroom, regardless of background. I wanted to get information about how teachers work from an intercultural perspective. To get information I used qualitative methods, which includes interviews and observations. I interviewed four teachers working in a primary school. Two from a independent school and two from a municipal school. The result revealed that both the independent school and municipal school are working from an intercultural perspective where they try to find different methods to reach every student in the class. Their biggest similarity is that the teachers put a lot of effort on language development since the Swedish language is key to the Swedish society. In both schools, the teachers worked with students both individually and in groups, but the difference is that in the independent school the teachers focus more on the individual than they do in the municipal school. This may be due to such factors as the number of students in the class and access to an assistant teacher. The teachers in the independent school gives priority to order and structure in the classroom, compared to the municipal school.

Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.

Detta arbete är ett resultat av en deskriptiv undersökning om lärares arbete i mångkulturell skola. Med utgångspunkt från arbetets syften och problemformulering formulerades enkätfrågor som besvarades av 29 lärare på tre skolor. Frågorna handlar främst om på vilka/vilket sätt lärare använder ett interkulturellt arbetssätt i undervisning och bedömning samt vilka problem och möjligheter verksamheten kan innebära. Resultatet visar att lärarna är väl medvetna om vad ett interkulturellt arbetssätt innebär. Samtliga lärare uppger att de i sin undervisning och bedömning av elever med annan bakgrund i något avseende anpassar verksamheten efter behoven även om metoderna varierar från person till person. Lärarna är överens om att arbetssättet innebär såväl problem som möjligheter. / This is the product of a descriptive study about teaching in multicultural schools. With regards to my purpose and leading question, aquestionnaire was distributed and answered by 29 teachers in three schools. The questions focused teachers' opinion on an intercultural teaching and its possibilities and problems. The results show that teachers are well aware of the meaning of an intercultural teaching. They claim that they in their teaching and assessment of students with different cultural backgrounds adjust their activities regarding the students needs, in different ways. The teachers all agrees that an intercultural teaching imply problems as well as possibilities.

A presente dissertação tem como objetivo propor uma reflexão acerca das contribuições do humor no processo de ensino-aprendizagem de italiano como língua estrangeira. Diversos autores perpassam este trabalho e indicam os rumos da pesquisa. A hipótese norteadora é a de que o humor pode ser utilizado como instrumento no ensino intercultural de línguas e, a partir das definições de cultura e interculturalidade de Kramsch (1996) e Byram (1997), buscou-se delimitar de que modo os elementos interculturais seriam expostos, construindo, assim, uma aprendizagem baseada na própria Língua Materna (LM). Para isso, as implicações de Widdowson (2005) e Almeida Filho (2010) foram colocadas em destaque na aplicação de um ensino comunicativo, focado no conhecimento dos alunos acerca da língua-alvo e da cultura do outro. Quanto aos aspectos teóricos relacionados ao humor, Possenti (2010), Celentin (2012) embasaram as reflexões de como este seria utilizado como ferramenta de ensino e Margonari (2001) apontou, na prática, experiências de humor no ensino de língua inglesa. A materialidade deste projeto deu-se por meio de um curso de difusão de língua italiana realizado em julho de 2012 junto à Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH), da Universidade de São Paulo (USP). Elaborado a partir de dois projetos-piloto (um desenvolvido junto ao Centro de Estudos de Língua da E.E. Genaro Domarco, em Mirassol, e outro na disciplina de Cultura Italiana, ministrada pela Profa. Dra. Fernanda Landucci Ortale) o curso Humor e Jogos Teatrais no Ensino de Italiano foi destinado a alunos e professores de língua italiana e ministrado pela própria pesquisadora. A base metodológica qualitativa forneceu uma visão dos dados obtidos através de análise dos questionários inicial e final aplicados aos alunos e também na observação das aulas gravadas, observando a interação entre aluno/professor e as reflexões durante as aulas. A análise dos dados aponta para contribuições relevantes do uso do humor nas aulas de língua italiana, tais como: favorecimento de atividades comunicativas no processo de ensino-aprendizagem, desenvolvimento da autonomia de alunos e professores em relação ao processo ensino-aprendizagem, a possibilidade de traçar relações entre a Língua Materna e a Língua Estrangeira para a construção dos conhecimentos na língua-alvo, e construção de ambientes autênticos de ensino-aprendizagem de línguas. / The present work intends to propose a reflection about the contributions of the humor in the Italian teaching-learning process as a foreign language. Several authors permeate this work and indicate the directions of research. The leading hypothesis is that humor can be used as a tool in the intercultural teaching of languages and it tried to define how the intercultural elements would be exposed building a learning based on own Mother Tongue (LM) from the Kramsch (1996) and Byram (1997) definitions of culture and intercultural. To make this happen, the implications of Widdowson (2005) and Almeida Filho (2010) were highlighted in the application of a communicative teaching, focused on the students\' knowledge about the target language and culture of the other. Regarding the theoretical aspects related to humor, Possenti (2010), Celentin (2012) formed the basis the reflections of how this would be used as a teaching tool and Margonari (2001) pointed out in practice the humor experiences in English language teaching. The materiality of this project took place through an diffusion course of Italian Language held in July 2012 by the Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH), da Universidade de São Paulo (USP). Elaborated from two pilot projects (the first one developed by the Centro de Estudos de Língua da E.E. Genaro Domarco, in Mirassol, and the other one in Italian Culture discipline, taught by Profa Dra Fernanda Landucci Ortale) the course Humor e Jogos Teatrais no Ensino de Italiano was designed for students and teachers of Italian language and taught by the researcher. The qualitative methodological basis provided a view of the data obtained from analysis of the initial and final questionnaires applied to students and the observation of recorded lectures, watching the interaction between student / teacher and reflections during classes. Data analysis points to relevant contributions of the use of humor in Italian language classes, such as: encouragement of communicative activities in the teaching-learning process, development of students and teachers autonomy concerning the teachinglearning process, the possibility of drawing relations between the mother tongue and the foreign language for the construction of knowledge in the target language, and building authentic environments of teaching and learning languages.

A presente dissertação tem como objetivo propor uma reflexão acerca das contribuições do humor no processo de ensino-aprendizagem de italiano como língua estrangeira. Diversos autores perpassam este trabalho e indicam os rumos da pesquisa. A hipótese norteadora é a de que o humor pode ser utilizado como instrumento no ensino intercultural de línguas e, a partir das definições de cultura e interculturalidade de Kramsch (1996) e Byram (1997), buscou-se delimitar de que modo os elementos interculturais seriam expostos, construindo, assim, uma aprendizagem baseada na própria Língua Materna (LM). Para isso, as implicações de Widdowson (2005) e Almeida Filho (2010) foram colocadas em destaque na aplicação de um ensino comunicativo, focado no conhecimento dos alunos acerca da língua-alvo e da cultura do outro. Quanto aos aspectos teóricos relacionados ao humor, Possenti (2010), Celentin (2012) embasaram as reflexões de como este seria utilizado como ferramenta de ensino e Margonari (2001) apontou, na prática, experiências de humor no ensino de língua inglesa. A materialidade deste projeto deu-se por meio de um curso de difusão de língua italiana realizado em julho de 2012 junto à Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH), da Universidade de São Paulo (USP). Elaborado a partir de dois projetos-piloto (um desenvolvido junto ao Centro de Estudos de Língua da E.E. Genaro Domarco, em Mirassol, e outro na disciplina de Cultura Italiana, ministrada pela Profa. Dra. Fernanda Landucci Ortale) o curso Humor e Jogos Teatrais no Ensino de Italiano foi destinado a alunos e professores de língua italiana e ministrado pela própria pesquisadora. A base metodológica qualitativa forneceu uma visão dos dados obtidos através de análise dos questionários inicial e final aplicados aos alunos e também na observação das aulas gravadas, observando a interação entre aluno/professor e as reflexões durante as aulas. A análise dos dados aponta para contribuições relevantes do uso do humor nas aulas de língua italiana, tais como: favorecimento de atividades comunicativas no processo de ensino-aprendizagem, desenvolvimento da autonomia de alunos e professores em relação ao processo ensino-aprendizagem, a possibilidade de traçar relações entre a Língua Materna e a Língua Estrangeira para a construção dos conhecimentos na língua-alvo, e construção de ambientes autênticos de ensino-aprendizagem de línguas. / The present work intends to propose a reflection about the contributions of the humor in the Italian teaching-learning process as a foreign language. Several authors permeate this work and indicate the directions of research. The leading hypothesis is that humor can be used as a tool in the intercultural teaching of languages and it tried to define how the intercultural elements would be exposed building a learning based on own Mother Tongue (LM) from the Kramsch (1996) and Byram (1997) definitions of culture and intercultural. To make this happen, the implications of Widdowson (2005) and Almeida Filho (2010) were highlighted in the application of a communicative teaching, focused on the students\' knowledge about the target language and culture of the other. Regarding the theoretical aspects related to humor, Possenti (2010), Celentin (2012) formed the basis the reflections of how this would be used as a teaching tool and Margonari (2001) pointed out in practice the humor experiences in English language teaching. The materiality of this project took place through an diffusion course of Italian Language held in July 2012 by the Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH), da Universidade de São Paulo (USP). Elaborated from two pilot projects (the first one developed by the Centro de Estudos de Língua da E.E. Genaro Domarco, in Mirassol, and the other one in Italian Culture discipline, taught by Profa Dra Fernanda Landucci Ortale) the course Humor e Jogos Teatrais no Ensino de Italiano was designed for students and teachers of Italian language and taught by the researcher. The qualitative methodological basis provided a view of the data obtained from analysis of the initial and final questionnaires applied to students and the observation of recorded lectures, watching the interaction between student / teacher and reflections during classes. Data analysis points to relevant contributions of the use of humor in Italian language classes, such as: encouragement of communicative activities in the teaching-learning process, development of students and teachers autonomy concerning the teachinglearning process, the possibility of drawing relations between the mother tongue and the foreign language for the construction of knowledge in the target language, and building authentic environments of teaching and learning languages.

Thesis (MTh (Practical Theology and Missiology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The purpose of this thesis is to determine, in a practical theological way, (1) the impact culture is having on the teaching at the African Bible College, (2) to develop a revised praxis for the intercultural teaching at ABC, and (3) for ABC to become a more culturally relevant teaching institution as a result. Since cultural differences can often become a great barrier for any intercultural endeavor, and being that ABC is made up of mostly American professors and mostly Malawian students, there is a need to evaluate the challenges that are taking place in this mixed cultural institution. The research questions, which this study addresses, are as follows: 1. What kind of intercultural teaching exists at ABC? What are some of the strengths and weaknesses of ABC’s intercultural teaching? What are some of the current intercultural barriers existing at ABC? How do Malawian learning styles / cultural issues play into intercultural teaching? What kind of “cultural baggage” exists at ABC? 2. What does it mean to be culturally relevant and why is it important? In other words, what are some of the key elements of teaching interculturally? What are some of the common problems? What is contextualization? Interculturation? Westernization? Etc. 3. What is desirable intercultural teaching for ABC? In other words, what models in intercultural teaching would be more appropriate for ABC and why? What should effective intercultural teaching look like at ABC? How can ABC sustain long-term and effective intercultural teaching? An introduction to the subject of intercultural teaching and an empirical investigation of ABC’s teaching is the focus of chapter 2. Chapter 3 introduces several intercultural teaching models and theories that were then used to evaluate and interpret the teaching at ABC. Chapter 3 is mostly devoted to the interpretation of ABC’s teaching in light of these models. Chapter 4 has been devoted to laying out a theological and ethical basis (the normative task) for intercultural teaching. Chapter 5 focuses on the revised praxes for ABC, offering several suggestions for becoming a more culturally relevant teaching institution. In addition, several recommendations for further research and study were made at the end of this thesis. / AFRIKAANSE OPSOMMING: Hierdie tesis het ten doel om op 'n prakties-teologiese manier (1) die impak van kultuur op onderrig aan die African Bible College (ABC) te bepaal, (2) 'n hersiene praktyk vir tussenkulturele onderrig aan die ABC te ontwikkel, en (3) die ABC gevolglik in 'n meer kultureel tersaaklike onderriginstelling te verander. Aangesien kultuurverskille dikwels enige tussenkulturele poging verhinder, en aangesien die ABC voorts meestal uit Amerikaanse professors en Malawiese studente bestaan, is daar 'n behoefte om die uitdagings van hierdie kultureel vermengde instelling te beoordeel. Die navorsingsvrae waarna hierdie studie ondersoek instel, is soos volg: 1. Watter soort tussenkulturele onderrig vind tans aan die ABC plaas? Met ander woorde, hoe vaar die ABC wat betref onderrig op 'n kultureel tersaaklike manier? Wat is die sterk en swak punte van onderrig aan die ABC? Watter tussenkulturele versperrings bestaan tans in die ABC? Hoe word Malawiese leerstyle/kultuurkwessies by tussenkulturele onderrig geintegreer? Watter soort ekulturele bagasie f is by die ABC ter sprake? 2. Wat beteken dit om kultureel tersaaklik te wees, en hoekom is dit belangrik? Met ander woorde, wat is sommige van die kernelemente van tussenkulturele onderrig? Wat is die algemene probleme? Wat is kontekstualisasie, interkulturasie, verwestering, ensovoorts? 3. Wat is die gewenste vorm van tussenkulturele onderrig vir die ABC? Met ander woorde, watter modelle vir tussenkulturele onderrig sou meer geskik wees vir die ABC, en hoekom? Hoe behoort doeltreffende tussenkulturele onderrig aan die ABC daar uit te sien? Hoe kan die ABC langtermyn- en doeltreffende tussenkulturele onderrig handhaaf? Hoofstuk 2 bied 'n inleiding tot die konsep van tussenkulturele onderrig, en 'n empiriese ondersoek na die ABC se onderrigstyl. In hoofstuk 3 word verskeie modelle en teoriee vir tussenkulturele onderrig bekend gestel, wat vervolgens gebruik is om onderrig aan die ABC te beoordeel en te vertolk. Die hoofstuk is dus hoofsaaklik aan die vertolking van die ABC se onderrig aan die hand van hierdie modelle gewy. Hoofstuk 4 bied 'n teologiese en etiese grondslag (die normatiewe taak) vir tussenkulturele onderrig, waarna hoofstuk 5 op die hersiene praktyke vir die ABC konsentreer, met verskeie voorstelle oor hoe die onderriginstelling meer kultureel tersaaklik kan word. Die tesis sluit af met etlike aanbevelings vir verdere navorsing en studie.

Syftet med studien är ge ett kunskapsbidrag om hur några gymnasielever upplever att deras flerspråkighet inkluderas i svenskundervisningen för att främja språkutvecklingen. För att uppnå syftet har följande frågor besvarats: Hur upplever de inrikes- och utrikesfödda eleverna sin flerspråkighet och hur talar de om sin flerspråkighet? Vilka språkliga aspekter upplever de inrikes- och utrikesfödda eleverna påverkar inlärningar av det svenska språket? Hur upplever de inrikes- och utrikesfödda eleverna att deras flerspråkighet tas tillvara i svenskundervisningen? Studien tar sin utgångspunkt i den sociokulturella teorin där språket har en viktig funktion för elevernas inlärning. Undersökningen bygger på självrapporter och intervjuer i fokusgrupper. Studien inleds med en förundersökning där självrapporterna inhämtar förkunskaper och bakgrundsinformation om eleverna medan intervjuerna utgör den material som presenteras i resultatet. Det innebär att intervjuerna har en framträdande roll i studien. I resultatet framgår det att elevernas flerspråkighet är både en resurs och ett hinder i svenskundervisningen. Vidare synliggörs det i studien att ordförrådet och grammatiken är de främsta faktorerna som påverkar elevernas språkutveckling. Enligt eleverna blir de mer engagerade och motiverade till att lära sig svenska när deras flerspråkighet tas tillvara i undervisningen. Det innebär att elevers flerspråkighet främjar språkutvecklingen. / The aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.

Intercultural learning is an aspect in all matters of teaching, including civics. Although it is not specified “how” intercultural learning should be included or defined in civics. In the curriculum LGR 11 for the elementary school the concept of intercultural learning is explicitly included but in GY 11 for the upper secondary school its excluded, at least explicitly. Furthermore, there is ambiguities about the definition of intercultural teaching. Although tolerance, equality, and social justice are aspects that intercultural teaching strives to develop. In relation to the report ICCS 2016 attributes such as tolerance, values and understanding norms in other cultures indicated to be somewhat lacking in students, attributes that intercultural learning is supposed to develop. The purpose of this master thesis is to interview upper secondary school teachers in civics about their perception of intercultural learning, in what ways intercultural learning occurs in teaching and how the teachers perceive support for intercultural learning in GY 11. To study this, I have used semi-structured interviews. Their answers were later analysed through three theoretical aspects based on Lahdenperäs (2004) definition of intercultural learning. These are student-active and experience-based teaching, culture contrastive perspective and emotionally process one’s own ethnocentrism. The result show that intercultural learning is unusual when the interviewed teachers reflect upon their teaching planning. The teachers did not or only barely understood the concept of intercultural learning. After the interviews were analysed, it showed a mixed result about how teachers reflect and understand intercultural learning and how they include it in their teaching. Sometimes the teachers mentioned aspects that indicate the use of intercultural learning and at other times responses indicated otherwise, even aspects that intercultural learning is supposed to oppose. Perceived support about intercultural teaching in the curriculum GY 11 deemed to be somewhat lacking and could be improved upon. Although the teachers mentioned that it might be difficult to include more aspects in the curriculum due to the overload in work it might cause. The results also showed that intercultural teaching might be an area to study further upon because of the interesting reflections by the teachers, that might aid the understanding of how intercultural teaching could be included in teaching. / Interkulturellt lärande är en aspekt som ska ingå i all undervisning, däribland i samhällskunskapsdidaktiken men hur det ska inkluderas och definieras är inte tydligt. I läroplanen LGR 11 finns interkulturellt lärande explicit inkluderat, dock i GY 11 saknas begreppet trots att det är ett ämne som ska inkluderas i all undervisning. Interkulturellt lärande är ett otydligt, brett begrepp som det råder osäkerheter kring i forskning. Interkulturellt lärande ska dock inkludera moment som utvecklar kunskaper kring tolerans, social rättvisa, jämlikhet med elevers olika erfarenheter och utbytet av perspektiv. I relation med egenskaperna interkulturellt lärande ska utveckla så kan betydelsen av interkulturellt lärande ställas mot ICCS 2016 som visade brister hos elevers kunskaper inom områden berörande tolerans, värderingar och normer. Examensarbetets syfte är att ta reda på aktiva samhällskunskapslärares uppfattningar om interkulturellt lärande, hur lärarna inkluderar det i sin undervisning och vilket uppfattat stöd i GY 11 erbjuder, genom semistrukturerade intervjuer. Svaren analyseras med hjälp av tre teoretiska aspekter skapade genom Lahdenperäs (2004) definition av begreppet interkulturellt lärande. Dessa utgångspunkter är: Studentaktiv och erfarenhetsbaserad undervisning, kulturkontrastivt perspektiv och känslomässig bearbetning av sin egen etnocentrism. Resultatet visar att interkulturellt lärande är ett ovanligt begrepp att ta hänsyn till i samhällskunskapsundervisningen. Endast en av lärarna kände till begreppet ”interkultur” och kunde ge en generell förklaring av dess definition, dock inte ”interkulturellt lärande”. Analysen visar ett blandat resultat över huruvida lärare reflekterar kring interkulturellt lärande i undervisning. Samtliga lärare gav respons som indikerar på att de emellanåt hade aspekter som berör interkulturellt lärande dock samtidigt gavs aspekter som interkulturellt lärande ska motverka såsom bearbetningen av etnocentrism. Upplevt stöd från läroplanen om interkulturellt lärande kan utvecklas, då det ansågs som ett viktigt ämne men att det finns annan problematik, såsom tidsbrist för ytterligare tillägg i undervisningen. Dock utifrån analysen kunde en slutsats dra att det är ett område som är av värde att studeras vidare inom då intressanta uppfattningar av lärarna visade på faktorer som kan vara användbart i reflektioner om interkulturellt lärande i undervisning.