<p>Purpose: The purpose with the essay is to examine how some teacher’s works with intercultural questions, if they are looking after student’s cultural background, earlier experiences and knowledge’s in their teaching. We have formulated three questions whom we want answer to.</p><p>Method: The essay began with a theoretical research to get more knowledge of intercultural pedagogic. The study part is based on seven interviews in two schools in Södertälje, five with teachers and two with assistant principals. The conclusions of our essay are based on the results of our study.</p><p>Result: The study shows that the two discourses “national self-understanding” and “the democratic credot” still lives and compete with each other. School 2 has a more monoculture perspective where the teachers emphasize the Swedish languages as a condition for students to get through their schooling. School 1 is more interested to emphasize the multicultural where the intercultural perspective is something that is clearer. But still none of the two schools have a working mother tongue education, though School 1 concentrates on to give their teacher’s education in these subjects so that they get knowledge and realise the importance for bilingual students to development their mother tongue so that they can development their second language. It can be a consequence that the “national self-understanding” stills exits and that student and their parents therefore decide not to not have a mother tongue education because they think that’s the way to get “better” in the Swedish language.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:sh-1563 |
| Date | January 2008 |
| Creators | Kaffoshy, Yuksel, Ure, Terese |
| Publisher | Södertörn University College, Lärarutbildningen, Södertörn University College, Lärarutbildningen, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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