Denna uppsats har som syfte att analysera historielärares upplevelser av möten med olika historiekulturer i multikulturella klassrum och identifiera att deras didaktiska strategier för att bemöta dessa. Undersökningen utförs i tre steg bestående av en förundersökning, en enkät och sedan två samtalsintervjuer. Undersökningen riktar sig till gymnasielärare i ämnet historia och söker de lärare som bemött olika historiekulturer i klassrummet samt hur de tänker kring undervisningsupplägg, utmaningar, möjligheter och strategier. Studien kommer fram till att historiekulturella yttringar synliggörs genom elevernas bristande förkunskaper, genom att elever inte känner igen sig i den historia som presenteras och diskuteras under lektionerna samt konflikter och känsloyttringar relaterat till olika perspektiv och tolkningar av historien. Undersökningen visar även att majoriteten av de deltagande lärarna ser möjligheter med att ha flera historiekulturer närvarande i klassrummet och påstår att det öppnar upp för fler perspektiv, vilket alla elever gynnas av. Detta dels då eleverna får ett bredare historiemedvetande, dels blir erbjudna flera historiska narrativ. De strategier som presenteras för att möta och hantera olika historiekulturer i undervisningen handlar till stor del om att läraren behöver bygga goda relationer med eleverna, utveckla ett tryggt klassrumsklimat samt att gruppen känner sig trygga med varandra, för att kunna diskutera historiekulturella skillnader på ett respektfullt och givande sätt. Undervisningen bör även strategiskt planeras utifrån vilken grupp som undervisningen ska ske i. Detta för att undvika att någon känner sig kränkt, eller konflikter mellan elever uppstår. Trots att historiekulturella skillnader kan uppfattas som känsliga eller konfliktsskapande, visar undersökningen att lärare finner det av ytterst stor betydelse att visa på olika historiska perspektiv för att göra ämnet relevant för alla elever i klassrummet. / The purpose of this essay is to analyze history teachers' experiences of encounters with different historical-cultures in multicultural classrooms, and to identify their didactic strategies to respond to these. The study is carried out in three stages consisting of a preliminary survey, a questionnaire survey and then two face-to-face interviews. The study is aimed at highschool teachers in the subject of history and is searching for teachers who have dealt with different historical-cultures in the classroom and how they think about teaching methods, challenges, opportunities and strategies. The study concludes that historical-cultural differences can be expressed through out a lack of prior knowledge, through students not recognizing themselves in the history that is presented and discussed during the lessons. The study also shows through conflicts and emotional expressions related to different perspectives and interpretations of history. The survey then shows that the majority of the participating teachers sees opportunities in having several historical-cultures present in the classroom and believe that it opens up more perspectives, which all students can benefit from. This is because the students gain a broader awareness of history and feel that they are not presenting a "proper historical narrative". The strategies that are presented for meeting and dealing with different historical-cultures in teaching are largely about the teacher needing to build good relationships with the students and developing a safe classroom climate. It´s also important that the group is safe with eachother, in order to be able to discuss historical cultural differences in a respectful and rewarding way. The teaching should also be strategically planned based on which group the teaching will take place in. This is to avoid anyone feeling offended, or conflicts between students to occur. Despite the fact that historical and cultural differences can be perceived as sensitive or conflict-creating, the survey shows that teachers find it extremely important to show different historical perspectives in order to make the subject relevant to all students in the classroom.

Abstract In our research, we sought to identify effective methodologies for teaching sensitive or challenginghistorical subjects within educational contexts. This endeavor was driven by our belief that a nuancedunderstanding of these pedagogical strategies is essential for enhancing future classroom interactions. Weaimed to delve into the scholarly discourse surrounding the instruction of difficult historical topics,enriching our approach to handling sensitive content.Our investigation revealed enlightening perspectives from studies across diverse historical andgeographical contexts. We aimed to uncover common themes and assess their applicability withinSwedish educational settings. The studies varied in methodology, approach, and structure, selectedthrough targeted searches on platforms like Google Scholar using terms related to teaching sensitivehistory. This process involved reviewing titles and abstracts to ensure the studies' relevance andcontribution to our objectives.Despite the diversity of the articles, we extracted several insights shared across the studies. Theseinclude the importance of ongoing learning to build a solid knowledge base, enhancing teacherconfidence. Such confidence is crucial for educators aiming to introduce multiple historical viewpoints,encouraging critical engagement and challenging prevailing perspectives. The research also highlightedvarying teaching styles, reflecting educators' interpretations of history's educational value.Furthermore, engaging students in empirical research on historical sources was identified as aneffective strategy for addressing challenging topics, even in contexts where students have personal ties tothe subject matter. This approach has shown therapeutic effects, notably in Northern Ireland's context.Additionally, a study by Stephen Klein emphasized "everyday empathy" by younger teachers, advocatingfor a humble stance, acknowledging knowledge gaps, and highlighting the complexity of historicalnarratives. This method encourages collaborative exploration with students, allowing for the coexistenceand critical examination of multiple perspectives.Our review not only provided insights into effective teaching strategies for sensitive historical topicsbut also underscored the potential of these methodologies to foster a more inclusive and reflectivehistorical discourse in educational settings.

The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)

The research was undertaken to analyse and evaluate the nature and quality of interactions in multicultural primary school classrooms. Special attention was focused on the influence 25 independent variables had on the dependent variable, namely group membership. Literature indicates that warm and nurturant relationships within the family help the child to achieve independence and promote social adjustment outside the home. Literature also reveals that self-acceptance and acceptance of others are dependent on the self-concept, and that acceptability in peer groups is enhanced by characteristics such as friendliness, cooperation, emotional stability and intellectual ability. It is essential to mention that some researchers claim that within multicultural classrooms, pupils often interact in racially and culturally segregated patterns. Others maintain that no racial and cultural discrimination is evident in the choice of friends in multicultural classrooms. The empirical research was undertal<.en by administering four measuring instruments, namely own designed questionnaire, the sociogram, the self-concept scale for primary school pupils and the children's personality questionnaire to 121 standard five pupils in multicultural primary schools. The administering of these instruments was aimed at determining the influence of the independent variables on the dependent variable. The stepwise discriminant analysis method revealed that of the 25 independent variables, only six, namely family background, friendship skills, gender, scholastic achievement and personality factors E (submissive versus dominant) and Q3 (undisciplined versus controlled) contributed to the variance in group membership. The multiple discriminant function was used to determine how close the individual scores of children were, in a given friendship group. The general pattern obtained, indicated that children choose each other on the basis of similar characteristics. A point that clearly came to light, is that race and language/culture do not contribute to the variance in group membership. Children formed various friendship groups across racial and cultural lines. In view of the aforementioned findings, the researcher made recommendations on ways in which parents and teachers can create suitable teaching and learning environments for children from diverse cultural milieus. / Psychology of Education / D.Ed. (Psychology of Education)