<p>The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool.</p><p>The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio’s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León’s concept of a diversified normality, has been used as theoretical tools and points of departure.</p><p>The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated.</p><p>The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize “cultural” differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual.</p>

The aim of the present study is to describe and analyse how an inter-cultural perspective presents itself in the didactic considerations and in the practice of preschool teachers on a multiethnic preschool. The theoretical perspective upon which the study is founded is social constructivism, but in addition to this Ingegerd Municio’s idea of two existing discourses present within the institutions in the Swedish educational system, as well as René León’s concept of a diversified normality, has been used as theoretical tools and points of departure. The empirical investigation consists of a qualitative field study at a multi-ethnic preschool, where participating observation and group interviews have been used to collect data. In these teachers from the preschool have participated. The results and the analysis of the data show that an inter-cultural perspective surfaces in the didactic considerations and in the practice of the preschool teachers in their construction of a diversified normality. The diversified normality thus constructed is constituted through different social processes. I have here identified the following ones: the preschool teachers emphasize differences among the children in general, they allow that the children behave differently and they allow them to be different; they recognize “cultural” differences, differences in origin, and frames of reference, and they recognize that the children at the preschool are bilingual.

Människor är indelade i grupper efter kön, etnicitet och klass genom segregation och sociala strukturer. Då skolan är en av samhällets viktigaste institutioner bör den kunna eliminera begränsningarna i sociala och etniska bakgrunder. Syftet med studien är att undersöka dom sociala strukturerna på en gymnasieskola i den svenska multikulturella staden - Södertälje. Den metod som använts har varit observationer och intervjuer. Resultatet visar utifrån det att det finns tydliga sociala strukturer i skolan och att de är baserade med ursprung ifrån språk, etnicitet och klass. Slutsatsen har visat att etniskt svenska elever är en minoritet i skolan och det finns ingen interaktion mellan grupperna. / People are divided into groups by gender, ethnicity and class through segregation and social structures. School is one of society's most important institutions and should therefor be able to eliminate the limitations of social and ethnic backgrounds. This study has the purpose to examine the social structures at a secondary school in the Swedish multicultural city Sodertalje. The method used was observation and interviews. From the study, the results shows that there are clear social structures in the school and that they are based to language, ethnicity and class. Therefore from the study shows that students with Swedish origin are a minority in the school and there is no intercultural interaction between the groups.

This study focuses on multiculture from a teacher's point of view. Five teachers, all working in a governmental school in Banaras were interviewed about their thoughts on multiculture and how they act in the classroom. The question formulations are the following: How do the teachers in a governmental school in Banaras approach and work with the religious diversity that exists in the classroom? In what ways are the teachers in a governmental school in Banaras observing and working with the students’ different culture? What are the thoughts about teaching and school situations with students from different socioeconomic backgrounds among teachers who work in a governmental school in Banaras? The theory in this study is an intercultural perspective which we used by using multicultural learning, culture and language. The conclusion is that the teachers are working in a inclusive way in a diverse school in Banaras, India.

This scientific essay is about communication and collaboration between the preschool and a home with Swedish as a second language and has its foundation based on two dilemmas. The first dilemma describes a parent-teacher conference that I have with a guardian who has Swedish as their second language. In the conversation, I feel that the communication is failing, even though I get help from an interpreter. The second dilemma is also about a conversation with a guardian who has Swedish as their second language, but this conversation takes place more spontaneously. The second conversation also leads to misunderstanding as communication between us fails. My aim with this essay is to investigate how communication affects the collaboration between the preschool and home. As well as whether the language has any significance for communication and how it affects the children's right to influence and participation in the preschool. The method I use in the degree project is essay writing as I reflect on my role as a teacher and try to understand my thoughts from the guardians' perspectives. I reflect on my issues that have emerged from my designs with the help of the socio-cultural and intercultural perspective and other relevant literature. This essay has made me reflect on my cultural identity, both in my professional role and as an individual, and how I use my experiences in social contexts. My hope for this essay is to increase my understanding of others' perspectives more than I have experienced before.

Multicultural literature can sometimes act as a window, a mirror or a sliding glass door that introduces people to different worlds that are real or unreal, familiar, or strange. Through these windows, the reader gets an insight into the lives of others, inviting readers to reflect on their views and environment. The purpose of this study is to understand how teachers include and work with multicultural literature for grades 4-6 in the Swedish subject, and how they describe and use multicultural literature in their teaching to endorse tolerance and critical consciousness. The study is based on a mixed-method approach, using a quantitative survey and a qualitative interview for indepth knowledge. The theoretical framework in this study is based on the intercultural perspective that includes central concepts such as interculturality, the intercultural pedagogical perspective, intercultural learning and intercultural competence. In summary, the result shows that there is a deficit of knowledge in how teachers can use multicultural literature in their teaching but also how they can work with intercultural learning. Based on the results from both the survey and the interviews, there is a good understanding among the respondents regarding the beneficial effect of including multicultural literature and the multicultural perspective in teaching, especially when choosing children's literature. However, there is a certain insecurity and inexperience of how to work with multicultural literature or intercultural learning, which reflects the scarcity of multicultural literature to students. Mainly because of poor access of what is classified as good quality multicultural books, but also because it is time-consuming to find the right books and activities, and a lack of a deeper intercultural pedagogical competence in the respondents.

In the context of world globalization, Sweden has today become a multicultural society, where many different cultures, religions, values and approaches are trying to co-exist. When the Swedish government's integration policy was put into effect, one sought to open the way for a more peaceful coexistence between majority and minority people. The intention was that everyone, through mutual interaction, would learn to come together and learn to respect each other's differences. It was suggested that an intercultural approach should permeate all education, including preschool activity. There are particular guidelines for a culture and tradition promotion work within the preschool in the new revised curriculum (Lpfö 98, rev. 2010), These guidelines are intended for preschool teachers, where the intention is to strengthen each child’s traditional and cultural identity (Skolverket 2010).The purpose of this study is that from an intercultural perspective examine preschool teachers’ thoughts, views and notions around a cultural promotion work within the multicultural preschool. Six preschool teachers were interviewed from two multicultural preschools. The questions have been based on preschool teachers' thoughts, views and notions around a culture and tradition of promotion work in the meeting with children within multicultural preschools. The results show that some preschool teachers, whether consciously or unconsciously, relate themselves ethnocentric to a culture and tradition promotion work. The multicultural work is primarily related to a language promotion work. Intentions exist but seem to be too weak for an intercultural approach and the reason seems to be, among other things, the monocultural norm and approaches in stronghold within the preschool, the lack of knowledge of other cultures and unclear guidelines in the governing documents of work approach.

This study is about the work around festivals and traditions that takes place in multicultural preschools. The purpose of this study is to describe and reflect upon the work around festivals and traditions in multicultural preschools from the view of five preschool teachers who are active in their profession.  The purpose is also to investigate which festivals and traditions that are given attention at preschool and for what reason according to the preschool teachers. The method of research chosen in this study is qualitative in the form of individual interviews with the intention of obtaining and interpreting the descriptions and reflections of the informants around the subject. The results will be analyzed from an intercultural perspective. The results show that all investigated preschools celebrate the traditional Swedish festivals Christmas, St. Lucia’s day, Easter and Midsummer, and that these festivals take up lots of space in terms of time and labor. At some of the preschools attention was also given to other festivals from different faiths and cultures out of diversity and a more globalized perspective. The results also revealed that all of the preschool teachers were positive to giving attention to festivals from other faiths and cultures. It was considered to bring an increased understanding and respect for differences between people. It appeared that an operation with increased cultural features would result in the confrontation of some difficulties.

Enligt Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011, reviderad 2016, ska undervisningen utgå från elevernas bakgrund, tidigare erfarenheter, språk och kunskaper (Skolverket, 2016b). Denna studies syfte är att undersöka hur lärare i årskurs 1-3 arbetar för att ta vara på elevers språkliga och kulturella erfarenheter i ett klassrum där flera språk och kulturer finns representerade. För att uppfylla detta syfte ställdes följande frågor:Hur beskriver lärare att de arbetar för att ge elevernas språkliga och kulturella erfarenheter utrymme i undervisningen och i den fysiska klassrumsmiljön? Vilka förhållningssätt kommer till uttryck gällande hur stort utrymme elevernas språkliga och kulturella erfarenheter ska få i undervisningen? Studien är en kvalitativ studie där fyra lärare har intervjuats, klassrumsmiljöer har fotograferats och pedagogiska planeringar har granskats. Materialet har analyserats utifrån ett interkulturellt och ett poststrukturellt perspektiv. Resultatet visar att för att få kunskap om elevernas tidigare erfarenheter måste lärare bygga relationer till eleverna vilket ofta sker utanför klassrumsmiljön. När det gäller att ta vara på elevernas olika språk i undervisningen har digitala hjälpmedel men också studiehandledaren en viktig roll. Lärarna i studien ser flerspråkighet och mångkulturalitet som en resurs och de menar att många olika kulturer och språk i en klass berikar undervisningen. Slutligen visar också resultatet att lärarna upplever svårigheter med att ta vara på elevernas tidigare erfarenheter i matematiken. / According to the Swedish curriculum the teaching in school must proceed from the pupils’ earlier experiences, language and knowledge (Skolverket, 2016b). The aim with this study is to examine how teachers in grade 1-3 work to make use of multilingual pupils’ linguistic and cultural experiences in a classroom where several languages and cultures are represented. In fulfilling the aim of this study, following questions where given: How do teachers describe that they are working to give the pupils’ linguistic and cultural experiences space in their teaching and in the physical classroom environment?  Which approach is expressed about how much space the pupils’ linguistic and cultural experiences should be offered in the teaching? This study is a qualitative study where four teachers have been interviewed, classroom environments have been photographed and educational planning has been reviewed. The material has been analysed by an intercultural and post-structural perspective. The result shows that to gain knowledge about the pupils’ earlier experiences teachers must build relationships with the pupils, which often happens outside the classroom environment. Digital tools and mother tongue tutors are important in the work in making use of the pupils´ different languages in the classroom. The teachers in the study see multilingual and multiculturalism as a resource and they mean that several cultures and languages in a class enrich the teaching. Lastly the result shows that the teachers experience difficulties when it comes to making use of pupils’ earlier experiences in mathematics

In this thesis, a study was made of four teachers’ perception and application of an intercultural perspective in their teaching practice. The purpose was to investigate how the teachers describe to use an intercultural approach in teaching situations and how they achieve it in social studies. The study aimed to answer the questions below: - How do the teachers perceive the concepts of multicultural, multicultural education and intercultural approach and what do they assume is the purpose of an intercultural approach? - How do the teachers adapt teaching from an intercultural perspective? * - Which advantages and difficulties/hindrance do the teachers consider occur in the enabling of an intercultural approach? - In which way do the teachers make an intercultural approach possible in their teaching practice in social studies? The methods used to answer these questions where qualitative one-on-one interviews and observations of the teachers during class in social studies. The theories used to analyse the material was based on theories on different intercultural approaches and strategies in teaching and the frame factor theory. As a conclusion, this study finds that the teachers in the study are aware of the possibilities and benefits of an intercultural approach. Furthermore, the results show that the way the intercultural approach is utilized in the teaching practice differs from teacher to teacher and that the teachers focus on similar and different aspect of the intercultural approach. However, this study also shows that they teachers feel various difficulties working with an intercultural approach such as the schools’ resources and teaching in different matters and contexts. Which is consistent with previous research?