The aim of the study is to put the spotlight on teachers in history and their experiences of working with historical frame of reference from an intercultural perspective.
Research questions have focused on to what extent and how teachers consider the multicultural classroom and students´ experiences in the intercultural perspective. Furthermore, focus have been on the teachers´didactics in how to create a historical fram of reference within the classroom.
Byrams theoretical perspective on intercultural competence have been used. Six qualitative interviews have been conducted, transcribed and analysed from Byrans theoretical framework. Results reveal teachers highly agree with and sympathize with the intercultural assignment for the school, and tries their best to consider students intercultural experiences and narratives. However, teachers understanding for and knowledge of intercultural perspective and creating historical frame of reference is lacking, which is also mirroring their variances of strategies in teaching. To main categories were identified describing teachers strategies in teaching, one which refers to a fragment oriented teaching and one based on a more holistic approach. The conclusion is that teacher do consider students perspective in intercultural perspective in history, but experience difficulties to find strategies for creating historical frame of reference in the classroom.