Tallskolan. En m ngkulturell skolas tillblivelse och pedagogik.

Based on an ongoing ethnographic fieldwork on social incorporationvia education, this article explores the conflict and circumstances ofthe pedagogical management of a multicultural school. The articleargues that the story of the multicultural “Tallskolan” serves as arich geographical and historical, localized empirical lens throughwhich it is possible to examine the complex roles of ethnicity andclass in relation to incorporation. The story of the school rangesfrom the 1970s to 2011. By examining the story’s genesis, the textparticularly engages the relationship between discursive and socialchanges that shape different types of incorporation in terms of assimilation, hyphenation and multiculturalism. The results indicatethat the knowledge and forms of education into which migrant studentsare to be incorporated and involved in the civic community are shaped in part by the local actors’ interpretations of social change.