| Summary: | This article displays how a multicultural way of working in early childhood education is articulated during planning and evaluation. The results shows that it is articulated as an objective or goal for the Other. The objectives for a multicultural way of working fall outside of the regular activities. In these discussions, the immigrant parents are articulated in ambivalent positions, linked to a specific interests and responsibilities. At the same time as the pedagogues are making clear that parents must not feel that this is a demand or a coercion. It is possible to draw parallels with how integration policies are realized in practice, where multiculturalism has become associated with non-integrated pupils and their parents, and where the responsibility for lack of integration is often placed within these groups.
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