Mångkulturell lärandemiljö : En studie kring fyra lärares förhållningssätt till kulturell mångfald i mångkulturella skolor

According to the national curriculum guidelines for elementary school, preschool and after-school 2011, (i.e. Lgr11), the Swedish school is based on a democratic foundation. Schools should prepare students to develop an understanding and acceptance of cultural diversity not only in the society as a whole but also how this should be reflected in the morals and ethics between us. The purpose of this study was to describe how teachers in multicultural schools perceptions and experiences on teaching pupils with diverse immigrant origin, and how they apply these cultural expression in practice. In particular, I focus on four teachers in multicultural schools and how they reason about applying cultural expressions that are transmitted at these schools and by them. Explicitly, I review how from policy documents and their own personal pedagogic are reflected in the actual teaching. Hence, my questions at issue are: How do these teachers reason about integrating and applying their pupils languages and traditions in the actual teaching? How do these teachers do to make their students' cultural diversity visible in the classroom? The result showed that teachers integrate different cultural content in school activities, but they also make their pupils cultural diversity visible and various forms of knowledge constructions and perspective in education. All teachers emphasized the importance of having a democratic approach and to give students the opportunity to learn their native language. The teachers argued that having a solid education in their native language affects the students' general academic performance in a positive sense