Det här arbetet är en undersökning om huruvida läroböcker i biologi och naturkunskap presenterar en multikulturell naturvetenskaplig utbildning. Analysen gjordes enligt hermeneutisk tolkning av läroböckernas innehåll. Den är utförd med ett multikulturellt perspektiv kontra ett eurocentriskt perspektiv. Den eurocentriska myten är att den moderna naturvetenskapen föddes i Antiken och vidareutvecklades i Europa under upplysningstiden. Den multikulturella beskrivningen av utvecklingen av naturvetenskap är dialogisk där många olika kulturer och civilisationer har bidragit till utvecklingen av dagens framstående teorier och upptäckter. Totalt undersöktes åtta läroböcker som var riktade mot svenska gymnasieelever. Specifikt analyserades läroböckernas texter om kunskapsutvecklingen inom områden heliocentrism, evolutionsteori och blodcirkulationen. Både det sagda och det osagda analyserades. I de undersökta texterna observerades en dominerande röd tråd. Historieberättelserna började med naturvetenskapliga framsteg i det antika Grekland med Aristoteles som huvudperson. Efter den tusenåriga mörka medeltiden kom upplysningstiden. Med stöd av andra europeiska vetenskapsmän formulerade då Kopernikus heliocentrismen, Darwin utvecklade evolutionsteorin och Harvey upptäckte blodsystemets kretslopp. Det som inte beskrevs var exempelvis naturvetenskapliga framgångar som Nilakanthas formulering av den semi-heliocentriska modellen, Ibn Khalduns idéer om människans evolution och hennes koppling till apor och Ibn Nafis upptäckt av det lilla lungkretsloppet. Det här arbetet åskådliggör hur det eurocentriska perspektivet dominerar i de analyserade läroböckerna. Detta bör uppmärksammas mer då Nature of Science (NOS) har intagit en mer framskjuten plats inom ämnesdidaktik och forskning. Det är viktigt att alla elever oavsett etniskt ursprung får en multikulturell utbildning som främjar ett demokratiskt och inkluderande samhälle.

The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that the preschool teachers had difficulty distinguishing the terms multicultural and intercultural. However, based on the way the teachers discussed their approaches to engaging with actual and hypothetical cultural dilemmas it was evident that the teachers had competence in the intercultural area and worked with an intercultural pedagogy but without reflecting about it.  While our study showed that teachers believe that they need more formal training in intercultural pedagogy, it also highlighted the fact that teachers develop legitimate competencies in these areas on their own. These ”learning-by-doing” competencies are valuable as well and should be accounted for as the preschool teacher training sector works to develop training methods for preschool teaches in intercultural education. A lot of things are left for the preschool teacher to handle and interpret by themselves.  The curriculum is an example for one of these tools that a lot of teachers have a hard time interpreting. Our results showed that the goals in the curriculum within the aspect of intercultural issues and diversity is contradictory and hard to understand.

The purpose of this study is to investigate how the social studies subject can be usedas a means to integrate immigrant students into the Swedish school and society, withfocus on how pedagogical methods and policies can be optimized to support saidstudents. The study is using the theoretical frameworks multicultural education andsocio-cultural integration to later on analyze the empirical evidence. Themethodology of the study is a litterature-based approach to analyze existing researchfindings and policy documents to understand current practices and their effectivenessin promoting integration. The findings highlight that while there are some robustpedagogical strategies such as differentiated and culturally responsive instruction,significant gaps remain in their consistent application in schools. The study highlightsimportant challenges such as language barriers, the relevance of curriculum andsubject content, and the effective integration and use of digital tools, which can oftenhinder immigrant students’ educational experiences. Based on the analysis, the studyshows that it is important to improve teacher training so that teachers get theknowledge and tools to manage a multicultural classroom, improve the integration ofdigital tools and access to those resources and develop clearer policies to have clearerguidelines regarding the school’s integration work