This essay aims at investigating how, as a teacher, I can break old patterns and traditions to help all pupils feel like a meaningful part of the context of my teaching. The essay has its starting point in two events that I have been involved in and these two stories deal with the same type of dilemma: that, as an educator, I experience an uncertainty about how students' cultural differences should be given space in teaching in a way that all students feel included and seen.

After five years of working in both school and leisure, you would think that I should be better prepared and have more experience with these kind of questions. However, the experiences described in my stories show how complex these questions are and through this work, therefore, a reflection is shared on how I can get better at seeing and giving way to the children's cultural differences in my teaching. Based on the teacher assignment, I intend to problematize the fact that we live at a time when many of the student groups in our schools consist of children with different cultural backgrounds and beliefs.

The stories in the beginning of this essay show two almost opposite reactions from me of the same kind of problem. In order to understand why I react like I do in these different situations, I have chosen to problematize my own cultural background and belief in relation to my dilemma and teacher assignments. This is to investigate if and if so, how my cultural background affects me in my work with traditions and culture within my major subject, which is music.