Intercultural communication theory and research have largely been based on the assumption that dealing with cultural differences is the key element in intercultural encounters. This is applied particularly to encounters between people from different societies, either where a participant is visiting another country, or where that participant has recently migrated. Encounters between people who, though culturally different, live permanently together in the same society however, are not necessarily the same as encounters between people from different societies. In the light of this, intercultural communication theory should be reviewed and developed to better conceptualise the nature of intercultural interaction as it occurs within the same (multicultural) society. Such a review requires a framing of intercultural communication episodes within a broader social perspective, a more thorough investigation of the relationship of homogeneity and heterogeneity as it affects intercultural interaction and a greater focus how communication processes help to create culture as well as how they are influenced by culture. An organising model for the multicultural perspective is therefore proposed based on three key elements. First it incorporates a system approach that recognises influences on communication, the interactive process and the outcomes of that process. Second, it incorporates a three-tiered approach that recognises the role played by structural processes in establishing the character of the society, the general patterns of interaction that emerge from these structural processes and the individual application of these processes in communicative episodes. Third, it incorporates a recognition of the interplay of centripetal and centrifugal forces at each of these levels and the range of intercultural possibilities that this raises. The organising model is then used to analyse intercultural interactions across four focuses: meaning, social relations, identity and behaviour / Doctor of Philosophy (PhD)

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<p>Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden.</p><p>The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration?</p><p>The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.</p>

Non-compulsory schools in Sweden should make use of the knowledge and experience that is available in society according to the aims and objectives of the Curriculum for the Non-Compulsory School System - Lpf 94. There are however only a few studies which have focused on the contacts between non-compulsory schools and society as represented by the business world in Sweden. The purpose of this study is to examine in what ways and to what extent non-compulsory schools are following the Curriculum by using the knowledge and experience of the business world. The perspectives have been: Which contacts in the business world and which working practices from the business world are implemented in teaching in non-compulsory schools? In what way do these contacts and working practices affect the teaching and learning of business administration? The purpose of this study is also to examine if the teachers in non-compulsory schools use business information and different kinds of business knowledge and experiences in order to keep themselves up-to-date regarding the business world. The perspectives have been: Are the teachers using up-to-date business information or business experience? Are the teachers applying a multicultural perspective in teaching business studies? In what way does this kind of information or first-hand experience affect the teaching and learning of business administration? The method used in this study was to interview seven teachers from two non-compulsory schools in Stockholm. The research showed that both schools use different kinds of business contacts, business experience and up-to-date business information as input in their teaching. Both schools are also using mini enterprise and work experience in teaching the pupils business administration. Only a few of the teachers have applied a multicultural perspective in their teaching. The research also showed that it will take time, resources and coordination to increase contacts with the business world. These contacts are essential for helping the pupils to achieve a degree of practical learning and knowledge which is mentioned in the Curriculum for the Non-Compulsory School System as well as being in demand in working life.

The purpose of the following essay is to study students with non-European backgrounds view of the multicultural perspective in history teaching at the upper secondary school in Sweden. To study this, student interviews have been made and the study has also answered how the students perceive the concept of multiculturalism and how they consider their teachers to take into account the students' ethnic backgrounds in the history teaching. The study results show that multiculturalism is a concept that can be defined in different ways, and that students believe that the history teaching has a European and Western perspective. Students want teachers to take more account of different ethnicities in teaching, and that history teaching not should be so generalizing as it is.