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The subject of this examination paper is the study of the teaching of history in today’s society that is characterized by multiculturalism and diversity. It starts with an interest in understanding how multiculturalism and diversity are treated in the secondary schools in Sweden. The study begun as an inductive work and has been achieved via analysis of teaching contents, perspectives and working methods. The data for this study was obtained through semi-structured interviews and a survey. The main method used for analysis is the inductive qualitative method Grounded Theory (GT). The qualitative method, Critical discourse analysis, (CDA) has also been used to analyze the political aspects of history curriculum. In order to understand the role of the teaching of history in our society - the different levels of historical consciousness, the acquisition of skills and abilities, the perspective in history’s teaching as well as the perception or influence of multiculturalism and diversity - this study has taken into consideration the participation of different people with different education levels. An interesting phenomenon has been noticed during the course of this study: a special relationship to diversity and multiculturalism found in young students enrolled in a high school program that combine courses of history with other courses related to history. I define this phenomenon as awareness of diversity and multiculturalism. The used survey confirms the occurrence of this phenomenon. The result indicates that the young individuals who have followed a certain combination of subjects, have positive attitudes toward diversity and multiculturalism, equivalent to teachers with master and PhD’s degree who have the mission to teach democracy as their profession. Finally, the study focused on analyzing how contents and didactics strategies in history-teaching can influence the development of consciousness about diversity and multiculturalism. This study has a political and a didactical dimension, the discussion of both those dimensions is done by using Gert Biesta’s concepts qualification, socialization, subjectification, and James A. Banks’s five-dimensional typology about multicultural education.

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