Las creencias multiculturales e igualitarias en una Europa en transformación. Análisis con profesorado en ejercicio del Sur de Italia.

Abstract

Europe is going through one of the most regressive moments in terms of rights for migrants. Policies that justify the questioning of rights are based and, in turn, contribute to the formation of certain beliefs towards diversity. These beliefs in the teaching staff condition the teaching-learning processes, the modes of relationship and the transmission of values within the classroom. This study focuses on knowing teachers' beliefs towards multiculturalism and equality in Southern Italy, one of the areas with the greatest migration control in Europe. For the research, the Cultural Beliefs for Teachers Scale (TCBS) was validated cross-culturally (through exploratory and confirmatory analysis) that was applied to 300 teachers from Sicilian public schools. The results show, despite the political context, that teachers maintain positive beliefs towards equality and multiculturalism. Women manifest more positive beliefs towards multiculturalism in the classroom than their male peers, while the group with more years of teaching offers worse results towards multiculturalism outside the classroom. This general overview offers an image of schools as potential spaces for democratic resistance. However, there is a need to develop new instruments that assess contemporary forms of discrimination more concretely and sensitively.

A Need Analysis for The Development of Multicultural Learning Model Based on Local Wisdom Integrated Gamification : Public Schools and Female Teachers Need More

“…In other words, they experience confusion and challenges in terms of diversity and changing curricula, especially related to culture ..". This research shows that all teachers need to develop a multicultural learning model (Soriano Ayala et al, 2019); more specifically, women teachers need a multicultural model of education (Parker, 2011). Research shows that all schools require multicultural education, especially public schools; they are more responsible for developing multicultural education (Chandransu, 2019;Saihu et al, 2022).…”

The Socio-Educational Adaptation of Secondary School Migrant Students in Sicily: Migrant Generation, School Linguistic Mediation and Teacher Proactivity Factors

“…The current educational context is complex. It must enroll and educate immigrant students with or without language proficiency and also adapt the curriculum contents and didactic strategies to the needs of these students (Babane 2020;Cavicchiolo et al 2020) so that they acquire essential instrumental learning and social skills that facilitate the ability to develop in the new environment (Soriano Ayala et al 2019). This complicated situation, coupled with the lack of willingness of teachers (Murua-Carton et al 2012) and their limited training to deal with new multicultural contexts (Rizova et al 2020), makes it difficult to act in these new multicultural contexts (Rizova et al 2020), or improve the integration of this group (Jolliffe and Speers 2016;Li 2018).…”