A study examined the labeling practices in the multicultural discourse in two adult education settings in Sweden: a day folk high school and a municipal adult education center. A total of 33 students and 9 staff members from two adult education programs were interviewed. The labeling processes used by the "actors" (the adult learners and educators) were analyzed from the perspective of the theory of social constructionism. The native actors used the concepts of culture, ethnicity, and immigrants interchangeably to construct the nonnative actors as outsiders. However, the main concept used by the native actors to construct the nonnative actors as outsiders was culture. The talk of the native actors manifested strong affirmation of cultural difference. In the natives' talk, the nonEuropean/nonWestern cultures were conceptualized as the problem. "Racialization" of the concept of culture was another important aspect of the native actors' cultural discourse. The nonnatives defined themselves as outsiders and victims of the native actors' prejudices, and they viewed images of their culture as not only different but also inferior and a threat. Despite the fact that they shared many things in common, the native and nonnative actors talked as if they occupied a fixed identity or position. (Contains 87 references.) (MN)