ABSTRACT
The chapter introduces and discusses some findings of a Nordic research project on three school levels (preschool, compulsory school, and upper secondary school), with teachers and students from diverse linguistic, religious and ethnic backgrounds. The project included individual and focus group interviews with teachers from immigrant backgrounds. The aim of the chapter is to explore the role of these teachers in implementing culturally responsive practices in their schools. The theoretical background includes writings on critical multicultural education, inclusion and social justice. The findings of the research indicate that the migrant teachers generally experienced equality in their schools and participated actively in implementing culturally responsive practices. The findings provide recommendations for the active participation of diverse teachers and the implementation of culturally responsive practices.
