Multicultural preschools in Sweden: Principals’ views on challenges and opportunities

Abstract

A quarter of all preschool children in Sweden have migrant backgrounds. This article explores preschool principals’ views on how societal and cultural changes have affected the demands on staff in multicultural preschools. In the study, twelve principals were interviewed in focus groups where they identified tensions and contradictions for teachers and parents. These are explored through “Dilemmatic spaces”, a conceptual framework that makes it possible to analyse teachers’ everyday practice in relation to societal changes. This article presents the dilemmatic axes that were identified, including preschool teachers’ efforts to show respect for other cultures, versus upholding Swedish culture; and to consider immigrant parents’ expectations versus communicating Swedish values, policies and routines.