The purpose of our master thesis was to investigate how a Multicultural society is reflected in childrens books picture books, books for children and young people, published in 2002. We found this issue interesting since children of today experience a change in society, where people of many ethnicities, cultures and religions live together to a greater extent than before. Since children in their everyday life are exposed to these different cultures, we think they also should be exposed to them in the books they read. In order to enhance an understanding of why such books are important to children, especially immigrant children, we have in our thesis included a passage with childrens linguistic development, identification and stereotypes. Other passages concern libraries and their roles in a Multicultural society.

Our intention with this study is to investigate teachers work in a Multicultural classroom. For the purpose of this study, a web survey was constructed. The investigation was carried out among teachers on three different Multicultural secondary schools in Sweden. 53 teachers informed us about their own experiences and thoughts concerning their work in a Multicultural classroom. Conceptions as Multiculturalism, methods in teaching, the climate in classrooms, teacher cultures and interculturalism has been used in the study.

The aim of this essay is to study five teachers' perceptions and experiences of a Multicultural class. I want to find out how they relate to intercultural education and how they experience that they may apply it.Sweden is a Multicultural society. This fact is even reflected in the school and this imposes on teachers finding new ways to educate and prepare their students for the Multicultural society.I chose to carry out a qualitative survey and interviewed five teachers having contact with a Multicultural class. The study also offers suggestions to future teachers who can benefit from it in terms of adopting convenient attitudes in Multicultural classes with better understanding.The outcome reached shows that the interviewed teachers try to make use of intercultural pedagogy by addressing differences between students, adapting teaching to supply for the needs of students, and also by having good contact with parents. But teachers also experience difficulties.

The aim with this essay is to examine in which way self-realizing and solidarity can bereconciled in a Multicultural society. The essay is a sociological literature study whichexamines the self- realizing process and puts it in a Multicultural perspective.The issues areWhich role does self-realizing play for solidarity?How is solidarity created in a Multicultural society?Can everyone be self-realized in a Multicultural society?Conditions and problems for self-realizing processes are examined and are treated mainly onthe basis of Jeffrey C. Alexander and Axel Honneth theories. In the essay is established thatself-realizing and society-solidarity is mutually interdependent and that solidarity requires aform of shared value, but it doesn?t need to be based in the traditional values that commonhistory, ethnicity or culture.

This essay discusses immigrants? prospects of constructing an identity in a Multicultural society like Sweden. The discussion is primarily theoretical but offers a few empirical examples to demonstrate its relevance. Furthermore, the ontological standpoint of this essay draws on an understanding of the world and our knowledge as constructed which implies that identities are also constructed. The process of identity making is further understood as a relational process in which others recognition is central to the individuals own understanding of his or hers identity.

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.

The purpose of this paper is to examine if there are any differences or similarities when it comes to teaching religion in a Multicultural school versus teaching religion in a homogeneous school in Sweden. How do teachers describe religious education in schools and how do they justify their teaching strategies? What similarities or differences are there between teachers' approaches when teaching religion in homogeneous versus Multicultural schools?The study is based on qualitative interviews which includes a total of four schools; two homogeneous and two Multicultural. These schools have been selected with the help of the Migration Board's annual report from 2014 as well as from my own personal knowledge. One religious teacher from each of the schools was interviewed.The conclusion, among others, is that ethnic Swedish pupils do not have the same understanding of religion as students of different ethnicity.

The Swedish school in today?s society is Multicultural. One of the main questions is how to integratethese students in the Swedish society. The purpose with the study is to explore how schoolcounsellors? work to promote the integration of Multicultural students and what factors can influencethe integration of these students.

It is in a time of changes when the human being mainly seeks for its identity. In today?s globalized and internationalized society where people meet whom belongs to various religions, talks different languages and are carrying on different values and previous experiences. This has resulted in a Multiculturalism and diversity in the "Swedish school". As a teacher and pupil in this school of Multiculturalism you are daily faced by individuals that either you define yourself as or in relation to.The purpose of my study is for me to show how pupils with foreign background look on the Multicultural school, and also how they create their identity in relation to the diversity offered by the school.

The aim of this research is to evaluate whether the social environment of Swedish high school students affects their views on the Multicultural society. The research material was collected through the use of two focus groups containing high school students from two different schools, one group is used to a Multicultural social environment while the other group is used to a less Multicultural social environment. With the researcher acting as a moderator in the focus groups, the students discussed different questions regarding Multiculturalism, gender equality and religion. The theory that this research is based on suggests that the social environment and the social capital affects the students views on the Multicultural society. The results of the research were evaluated and connected to the theory.

This thesis deals with the issues of participation and influence in the Multicultural society. The aim with the study is twofold, first to identify determinants improving participation and influence in this context, and second to see if the ecouragement of a strong civil society in ethnic segregated areas is a possible way forward to a Multicultural democracy. This is conducted through a case study of brobyggarna in Malmo, Sweden, and how they as an integration policy is working with these questions. Six qualitative interviews have been conducted with seven persons workning as brobyggare or in close connection with them. Toghether with readings of earlier research this material is analysed through an eclectic model with theories put together in five analythic dimensions, Multicultural democracy, Social milieu, Unequal possibillities to participate and influence and Local powerstructures.

The purpose of this study was to describe, understand and analyze the thought behind the perception amongst pedagogues´ on Multicultural work in preschools, based on an intercultural perspective. In this study, I questioned the pedagogues´ view on the work in preschools that prepares children for a life in a Multicultural society and also the way they describe the cultural challenges.The study was accomplished and questions were answered by studying current literature and previous research in the field. I also interviewed four pedagogues from two different preschools located in separate areas.This study shows that many opinions that pedagogues expressed in the interviews can be traced back to an ?us vs. them? perspective, in which your own culture, the Swedish one in this case, is the most critical and should receive the greatest attention in preschool.

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.

Background: The main purpose of our study is to try to give an idea of what a Multicultural school is and what difficulties girls find with Swedish as a second language. We are at the end of our teacher education, which means that in a few months, we will be responsible for creating environments that are conducive to the students and to ensure that opportunities that allow the students to develop exist. We are aware that in a Multicultural school that we no have in Sweden there has been some discussion regarding the Swedish language, which can be interpreted as the Swedish language being at a disadvantage with the students because of all the integration that occurs in schools and the lack of knowledge regarding the different cultural backgrounds. To get this knowledge we had to seek more knowledge on the subject.

To create fair conditions between the majority and minorities in a cultural diverse society poses a challenge for both the makers of government policy and the political theorist. The aim of this thesis is to examine the Swedish government official reports concerning integration and minority rights, with a special interest in values and cultural rights. As a methodological tool a theoretical model that classifies cultural rights is developed and the three normative doctrines lockean libertarianism, comprehensive liberalism and Multiculturalism are distinguished from the discussion about how politics ought to be in a Multicultural society. Through this perspective rights and values in the official reports are identified and analyzed. The result shows three different standpoints in the reports concerning which cultural minority group they are discussing.