The Swedish school is today a meeting place for many people with different cultures. The teacher education at Södertörn University have since 2002 been influenced by an Intercultural profile. The purpose of this study is to investigate how the Intercultural profile of Södertörn University is expressed in preschool- teachers/ teachers work. Is an Intercultural approach requested in schools and is Intercultural approach useful and applicable in the teaching profession? The report is based on a qualitative study of what Intercultural competence means for five preschool- teachers/ teachers who have graduated from Södertörn University.

The purpose of this study is through a teacher perspective gain insight to the knowledge former Sodertorn teacher students possess of Intercultural pedagogy and if they use it at work. The studies main perspective is the Intercultural perspective, which has been the study's lead perspective. This study also made use out of a sociocultural perspective as it fits with the Intercultural perspective and puts its mark in the study.This study has used interviews for data collection. Five former Sodertorn teacher students were interviewed, the interview participants work as teachers. These five teachers? experiences and statements were the focus of this study, the teachers had to demonstrate their Intercultural skills and how they use these skills in their classroom.

The aim of this essay is to describe the historical development of the Intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the Intercultural teacher training program was started, how and why it became Intercultural and how the people in charge of the development of the teacher training program discussed Intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became Intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one..

Since a decade back in time, Sweden is officially recognised as a multicultural society. Different cultures exist side by side and the city of Malmo is one of the clearest examples of this setting. In multicultural societies, the dichotomy of ?us? versus ?them? is common, which leads to segregation and asymmetrical relations of power. The concept of Intercultural education is in theory known to be able to create a position of ?us? where every culture is equally recognized and reinterpreted and thus become an alternative to the dichotomy.

This paper is intending to examine the Intercultural aspects of two teaching aids used in Swedish schools today. How does the material take the students prerequisite in consideration? Is every student included in the material in order with the standpoint and laws in the Swedish school system? And if they are not, who is the outsider in this occasion? With Intercultural pedagogy lies the idea that everyone is unique and that teachers has an opportunity to develop and make student grow mentally. Intercultural endeavor is to learn to accept our differences and see them as assets instead. The theory?s used in this paper in mostly the postcolonial theory with its dividing between "us" and "the others"..

As Sweden has become a multicultural society the need for developing new educational approaches rises. The preschool is a crucial piece in this as it is the one of the first institutions where the children start to develop the language skills. The aim of this study is to investigate the language development approach as practiced by teachers, in their preschool programs, and determine if the teachers work methods can be considered Intercultural. This is done to gain a deep understanding on several language development methods and analyze the teachers' approach within the framework of Intercultural pedagogy perspective. The theoretical framework used in the study is the Intercultural perspective.

The purpose of this paper was to look into how the individual has been portrayed in the different curriculums for Swedish compulsory school from the 60?s to the 90?s. This was done in order to see what type of discourse ?monocultural- multicultural- or Intercultural- the understanding of the individual has led to.The purpose was divided into five questions: Who is the individual in the curriculums? How is the individual portrayed in relation to education in the curriculums? How is the individual portrayed in relation to society in the curriculums? What type of discourse - monocultural- multicultural- or Intercultural- is mirrored in the different curriculums? Is it possible to see tendencies in the discourses that lead closer to, or farther away from, an Intercultural perspective? The material that was analysed consists of four different curriculums: Lgr 62, Lgr 69, Lgr 80, and Lpo 94.The method used was a discourse analytic approach based on the theory of social constructionism. The answers to the questions asked were structured with the support from definitions of monocultural discourse, multicultural discourse, and Intercultural discourse, derived from Pirjo Lahdenperäs (2008) descriptions of different organizational cultures.The main conclusion drawn from this analysis was the fact that the Intercultural discourse about the individual has not been obtained.

This survey is a text analysis of 4 teaching books during a ten years period in Social studies from a multicultural and Intercultural perspective. Taking as a starting point that society and the school in today?s Sweden are multicultural and in need of more Intercultural teaching I explore teaching books in social science to se how they relate to Sweden as a multicultural society and their way of relating to Intercultural teachings and compare them. The questions asked are: How do the different books describe the multicultural society in Sweden? What kind of Intercultural tools are found in the books? And are there any similarities or differences among these books? The theories used as a starting point are reformulated by the author after theories of Von Wright and Lahdenperä to fit in to the context of a text analysis of teaching books and the method used is a content analysis with its purpose of describing how the books are constructed.

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.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.Result: The study shows that the two discourses ?national self-understanding? and ?the democratic credot? still lives and compete with each other.

In this composition we will treat issues about Intercultural approach and managing diversity in Swedish municipal/public school. This survey includes several theories and conceptions as ethnicity, culture, multiplicity/managing diversity and Intercultural approach/multiculturalism.We studied two different schools and their awareness concerning Intercultural approach and managing diversity . The study is concentrating on two schools in two different communities. One of the schools had a greater ethnic multiplicity than the other school, and therefore, we thought, it seemed easier for them to accept an Intercultural approach and managing diversity. But that was not the whole truth.

The aim of this essey is to examine how teachers´ work with individual development plans (IDP) can contribute to an Intercultural leadership and inclusion. The interwied teacherss ay that IDP forces them to reflect critically on their thinking on aspects as learning methods, gender and ethnicity. It makes them listen to -and think - in new and more including ways to adapt to each pupils individual possibilities to achieve the curriculum standards within the common area. That requires lots of resources like extra teachers and new material.An active reflection can make ethnocentrism develop into Intercultural competence. That is a listening, critical and diversified thinking prepared to deconstruct and create new ways of thinking in relation to different pupils and situations.

This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or Intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an Intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture?.

The purpose of this thesis is to investigate whether the lower secondary school teaching in religion leads to a positive understanding and openness, concerning different religions and cultures. We want to study how pupils in grade eight and nine in two lower secondary schools in a multicultural community comprehend different religions. Since we choose a pupils perspective we decided to do a questionnaire to get a wide ground. As a complement we interviewed twelve pupils and also did observations during their religion classes. During our study we focused on three different themes.

The purpose of the study is to investigate the communication between exchange students and their host student trough Facebook. The study shows the importance of social cues and self-disclosure to maintain a relationship. The students? everyday use of Facebook helps them to remain connected to their social life locally and create new friendships. Cultural differences were shown in the way the students formed their expressions trough their messages to each other.

Background: Sweden has become a society with a multicultural population. Many children start preschools with different backgrounds and experiences. Teachers today face the task of meet those children in the best way. Södertörn University has a special profile on their teacher education, the Intercultural profile.Aims: My report focuses on teachers who have been working in preschools for about one to two years after graduating from the Intercultural education at Södertörn University. The report aims at finding out more about their experiences and thoughts about the Intercultural approach after having worked in the Swedish preschool with a special focus on the intersectional perspective on cultural phenomena class, gender and ethnicity.