Kris Clarke, B.A., M.Soc.Sc., taught at a Finnish vocational social care institute for four years. She undertook this study as a licentiate thesis for the Department of Social Policy and Social Work at the University of Tampere. This notion of multiculturalism has become an increasingly important issue in the planning of educational courses in Finland, yet there have been few studies analyzing the theory and actual implementation of multiculturalism in Finnish educational courses. This book approaches multiculturalism as a process of inclusion that has spatial, temporal and socio-political implications. This work delineates three strands of multicultural education: managed, reactive and insurgent. It explores the pedagogical relationship of these different types of multicultural education to the notion of the classroom as a community. In this research, the social construction of the notion of Finnishness in social care education is emphasized, with particular reference to attitudes towards migrants in Finnish society. Through written questionnaires and essays submitted by students enrolled in a multicultural vocational social care course, the work explores the views of Finnish and migrant students on the multicultural education that they were receiving.