The study aims to evaluate how teachers in my research have reasoned regarding gender and gender equality, notions on ethnicity, and specific conceptions or constructions on “swedish-ness” and “immigrants”. The vital point in this study will be to examine the relationship be-tween gender equality, ethnocentrism and racism. The question formulation that I have ap-plied are: On what grounds teachers conceive the concepts of gender and gender equality? How do teachers experience their work with gender equality in remedial classes? Do the teachers that work in remedial classes experience any obstacles in the pursuit of gender equal-ity in their daily work? I have used the method of qualitative interviews with five teachers in remedial classes from five different schools. As a theoretical perspective, I’ve applied the postcolonial perspective where the perception of “us” and “they” are central concepts. I have also used intersectionality as an analytical tool to take in account the different social categories all together.

The result I came to was that the teachers in my study through their talk on gender equality did an ethnical distinction that polarized a “Swedish” way of being in relation to the “immi-grants”. Also, by talking about gender equality they positioned themselves as Swedes and defined the “immigrant family” as obstacles in the pursuit of equality. In particular, the teach-ers portrayed the “immigrant girl” as oppressed.