Inkludering i undervisningen av ämnet samhällskunskap -En intervjubaserad kvalitativ studie om upplevelser och erfarenheter av elever med utländsk bakgrund på gymnasiet

Today's modern society is multicultural and school is a meeting place where meetings between cultures are unique. Newly arrived young people in Sweden not only encounter a new language, but they meet a new school with new hierarchies, norms and a new school system. Having good language skills is important in school to meet the teaching requirements. Is an equivalent education possible if the students’ languages and experiences differ in the subject of social science. The purpose of this study is to investigate how students with foreign background experience meetings with teachers of social studies, how they experience their teaching and how equivalent the subject of social studies is. Through interviews with students who have a foreign background in two separate schools, this study finds that these students' experiences in social science are different and depend on their time in Sweden. This study shows that students with shorter time in Sweden face major challenges in the subject of social science. These students have lack of experience and have linguistic deficiencies that contribute to difficulties in the subject for them. In addition, this study shows that social science teachers approach students in different ways and have different expectations of them, expectations based on their origins