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This empirical dissertation project follows teachers’ strategies dealing with classroom conflicts in an upper secondary school in an industrial town in mid-Sweden. In the past 10 years the city has undergone important demographic changes leading to the existence of a rich variety of ethnical groups that convey values and views of life that sometimes oppose each other, occasionally leading to conflicts.

Due to a strong segregation many of these groups do not meet until the age of 13 when pupils are directed to one of two upper secondary schools offered by the municipality. Once there it is the role of the teacher to create fruitful conditions where different ways of thinking, living, and acting can coexist. The aim of the study is to examine different ways of being together in a plurality of opinions with a focus on controversial issues and teachers' ways of dealing with them through different strategies.

The research questions are:

1) How do conflicts and tensions manifest themselves in the field?

2) How do the students describe the good leadership in a classroom where sometimes extreme opinions are expressed?

The method is ethnographic and includes participatory observations in and outside school and interviews with students, teachers, principals, and student health.

Theoretically the purpose is to contribute to new knowledge about strategies to create a safe place for courageous conversations in a context characterized by plurality and, at times, controversial opinions.

The theoretical framework is based on an agonistic approach to conflict as a democratic enabler that can contribute to an understanding of the social dynamics of the classroom (Hannah Arendt 2004, 2016, Chantal Mouffe 2000, 2005, 2013). Through that theoretical lens conflict can be perceived as a possible mediator of knowledge and a starting point for in-depth understanding and exchange of knowledge rather than something that should be avoided at all costs. Another theoretical tool is Biesta's description of subjectivity and the emphasis on its role in the interaction with socialization and qualification (Gert Biesta 2014, 2019, 2020). Another conceptual tool is Eamon Callans distinction between a dignity safe space and an intellectually safe space. The former is desirable while the latter is rather an obstacle to free speech (Eamon Callan 2016).

The result so far shows two main conflicts. One is loosely emanating from white supremacy thinking among a group of pupils and expresses itself as an everyday racism. The other conflict spins around culture of honor expressed by some pupils with a Middle East background. These two topics have appeared to cause conflicts and are also mentioned by teachers as conflicting topics they rather avoid talking about. Yet a recurring perception among the pupils is the desire to talk more about these issues, wishing teachers to create an environment where challenging subjects are discussed and where a diversity of opinions is accepted, approached, and cherished rather than avoided.

The important demographic changes described above is something that many Nordic countries has in common. Which means that teachers must be prepared to deal with conflicts emanating from different interpretations of Islam as well as expressions of racism in one and the same classroom; because, as a student puts it; “where else are we going to talk about it really?”