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 of this study has been to analyze how society is constructed in the workbook Möte med människor från andra kulturer, a popular material within the ?cultural competency? industry. The analysis has largely been carried out from the perspective of a pedagogy against oppression as it has been outlined by Kevin Kumashiro. I have found that the material combines discursive movements, which in complex and hybrid ways deconstruct, decenter, recenter and reproduce stereotypes and norms, through its normative language and pedagogy. A language constructing culture as cleanly demarcated, static and homogenous.

Integration policies have failed to make diversity into anything more than occupying the same physical space. People of different cultural background still do not share their lives to any real extent. Attempts made within planning and landscape architecture to catalyst the integration process have mainly been focused on structural measures, such as residential policies. As for outdoor environments, non-verbal casual encounters in the shape of crossing paths are assumed to lie at the heart of urban social integration.The aim of the thesis is to question this assumption and, as the thesis will show, there is literature supporting this aim. Looking at the works of Gordon Allport, Lewis Coser and some of their followers, I find intercultural contact to require more complex ways of interaction in order to reduce prejudice and to generate tolerance and understanding.

Integration policies have failed to make diversity into anything more than occupying the same physical space. People of different cultural background still do not share their lives to any real extent. Attempts made within planning and landscape architecture to catalyst the integration process have mainly been focused on structural measures, such as residential policies. As for outdoor environments, non-verbal casual encounters in the shape of crossing paths are assumed to lie at the heart of urban social integration.The aim of the thesis is to question this assumption and, as the thesis will show, there is literature supporting this aim. Looking at the works of Gordon Allport, Lewis Coser and some of their followers, I find intercultural contact to require more complex ways of interaction in order to reduce prejudice and to generate tolerance and understanding.

In the centre of Bromma, east of Brommaplan is the part of Bromma named Riksby. Riksby was built in the early 1940:s as a part of the westward expansion of Stockholm. Other places that were built at the same time was for ex. Stora Mossen and Abrahamsberg. This work is about the outdoor environment of the housing co-operative of Brickbandet.

An absolute majority of all Swedish children begins to attend preschool at some point between the age of one and five. The acclimatisation to preschool means a great change in every small child's life. They leave all that is well known, the parent and their home, to face a whole new environment with new kids and adults to get to know and learn to trust.The purpose of this study has been to find out how the professionals in preschool reflect upon the child's acclimatisation at preschool. More specifically we wanted answers to how the preschool teachers, in their work with the child's acclimatisation, relates to the today, in preschool, much debated relationship between the two perspectives care and pedagogy.This qualitative study is based on ten interviews with preschool teachers at different preschools in a small town in Sweden. The analysis is based on a presentation of the interview material compared with earlier research and the theoretical aspects we have chosen, which are Bronfenbrenners Ecological Systems Theory and the Object Relations Theory.While working with this paper it has come clear to us that there is no explicit or common definition of the concept of care within preschool, while there is a clear definition of the concept of pedagogy.

AimThe aim of this study is to discuss process orientated education by identifying and describing general elements in two alternative pedagogies that in different ways attempt to separate themselves from the didactics in the traditional school. The questions are:1. How do the general elements for example the pupil, the knowledge and the lesson, in classroom education appear at a Waldorf and a Freinet school respectively?2. How do the general elements for example the teacher, the lesson planning and the overall goal, that teachers obey to and create in their lesson?s planning appear at the two schools respectively?MethodThe study is based on four days of observations in one ninth grade class at a Freinet school and a corresponding amount of time in one eighth grade class and one ninth grade class at a Waldorf school.

The purpose of this study is to find out which attitudes, norms and values exists about lesbian, gay, bisexual, and transgender (LGBT) families in preschools. Based on five qualitative interviews with teachers that work at a LGBT-certified preschool and one that is active in their work with norm critical pedagogy. To be able to fulfil my purpose of this study I concentrated on why these teachers believed that it was of importance to counter society?s heteronormativity, to prevent discrimination and mistreatments towards children and their LGBT parents in preschool. I wanted to find out what the teachers thoughts were on the concept of what a family is and how the diversity of families is shown in the preschools material and pedagogy.When I analysed the results of my qualitative interviews I used queer theories that include heteronormativity and norm critical pedagogy.

Syftet med följande arbete är att undersöka betydelsen av utedag ur ett pedagogiskt perspektiv genom en studie av utedagar på min partnerskola, klass 2-3. Arbetet ger en teoretisk översikt över fenomenet utomhuspedagogik. Med hjälp av intervjuer ville jag undersöka elevers och pedagogers uppfattningar om utedagar ur ett lärandeperspektiv och koppla resultatet till teori. Sammanfattningsvis pekar resultaten av min undersökning på att pedagoger och elever har en positiv inställning till utedagar. Eleverna är medvetna om att en utedag innebär undervisning ute och upplever att de lär sig en mängd olika saker.

The purpose of this master thesis is to investigate whether exhibitions and silent pedagogy can be used to develop more inspiring environments in the public library. Silent pedagogy is a term from the field of museum education describing the silent communication with visitors that takes place in exhibitions through introduction and orientation, layout and installation, as well as signage. In the 1980s, articles in a Swedish library magazine discussed the pedagogical importance of library exhibits and how they make the patrons aware of the library?s resources. This led us to museum education and a desire to investigate whether its theories were transferrable to the library context.

Mitt intresse för utomhuspedagogik har väckts under min lärarutbildning, speciellt på min verksamhetsförlagda utbildning där jag kunde observera hur utomhuspedagogiken används i skolan.Syftet med studien är att undersöka vad utomhuspedagogik innebär för lärare, vilken inställning de har till elevernas inlärning inomhus respektive utomhus, anser de att utomhuspedagogik bidrar till elevers större förståelse för NO ämnen, i vilken utsträckning de använder utemiljön i sin NO undervisning samt vilka målsättningar lärare har för elevers lärande i utomhusmiljön.Metod som jag har använt i min undersökning är den kvalitativa intervjumetoden där sex lärare har fått möjlighet att svara på ett antal frågor som handlar om utomhuspedagogiken och på det sättet fick de framhäva sin ställning och sina tankar.Resultaten av min undersökning visar att majoriteten av de intervjuade lärarna har positiv inställning och uppfattning om utomhuspedagogiken samt att mer än hälften använder den i sin undervisning. Studien visar bland annat att olika metoder, avsikter och sammanhang varierar. Resultaten visar även att de lärarna som inte använder så mycket utomhusundervisning har angett tidsbristen och schemaplaneringen som orsak..

The study aims to examine how three books written for teenagers and young adults address topics that are generally considered as deviant to social norms in order to conclude if they can contribute to a norm critical pedagogy in school. Norm critical pedagogy is foremost based on gender- and queer theory and tends to discuss how social norms and power structures are constructed and reproduced in different social contexts. To work in a norm critical fashion the teacher must be aware of the present norms and work to make the pupils conscious of them. Thereby the focus is on existing norms, rather on the deviances. To use norm critical pedagogy correct it must be incorporated in all subjects in school.The books that have been analysed in this essay are Syskonkärlek by Katarina von Bredow, Henrietta är min hemlighet by Maja Hjertzell and Tusen gånger starkare by Christina Herrström.

With this paper the aim is to find out whether there are any differences in how five students from the north part of Africa structures their tales in comparison with the Nordic tale "The emperor?s new clothes". The purpose is to look at how the genre pedagogy can be said to relate to these differences. What happens to the "deviant" structures?Based on literature and research on the subject, I have concluded that there are certain patterns of how a tale "should" be structured based on Western standards.

This study examines the similarities and differences between four guitar teachers in Sweden and the U.S. The aim of the study is to examine how teachers motivate their pedagogical standpoints and to analyze how they experience the frame factors that limit their teaching. Data were collected through interviews with two Swedish teachers and two American teachers. The result shows that the teachers, despite their seemingly different contexts, actually have a lot of common strategies and approaches. Most significant is the tendency to let the students decide some of the content of the lessons.

This thesis is covering my design of an architectural object for the use in a pedagogical setting. The purpose is to create contextual premises for students, making possible the testing of designs, involving plants suitable for the urban environment. Hence, the main features in the object design is suggestive to the urban outdoor rooms - rooms that are formed amongst the city facades. The thesis is also about the design process set out from a technical reality, based on camera imagery. To a large extent, the thesis consists of reflections concerning the object's function towards pedagogy, perception and materials. Furthermore, the object claims to be a hybrid between architecture and landscape architecture.