Postawy nauczycieli szkół podstawowych wobec edukacji wielokulturowej: między akceptacją a wyzwaniami

Olena Bocharova

doi:10.21852/sem.1855

Published: 22025-06-15 — Updated on 2025-06-30

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2025-06-30 (2)
2025-06-15 (1)

Vol. 46 No. 1 (2025)

Attitudes of Primary School Teachers Towards Multicultural Education: Between Acceptance and Challenges

Olena Bocharova

Seminare. Learned Investigations

Section: Articles

https://doi.org/10.21852/sem.1855

Abstract

The aim of this paper is to examine the attitudes of primary school teachers towards multicultural education, focusing on the contrast between acceptance and challenges. The study presents results of a qualitative research project, which is part of a broader mixed-methods study on teachers' approaches to multiculturalism. As part of a diagnostic survey conducted among primary school teachers, 15 individuals agreed to participate in in-depth interviews. The findings reveal divergent attitudes among teachers towards students from different cultural backgrounds. Based on their perspectives and experiences, the participants were classified into two groups. The first group expressed a positive attitude towards multicultural education, perceiving cultural diversity as an enriching and integral part of their teaching practice. In contrast, the second group viewed multicultural education as problematic, arguing that excessive focus on culturally diverse students might come at the expense of Polish students. The study highlights the need for teacher support and professional development to address the challenges of multicultural education effectively. Strengthening teachers' intercultural competencies is essential for the successful implementation of inclusive education principles in culturally diverse classrooms.

Keywords:

multicultural education, teachers’ attitudes, cultural diversity, primary education, inclusive teaching

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Bocharova, O. (2025). Attitudes of Primary School Teachers Towards Multicultural Education: Between Acceptance and Challenges. Seminare. Learned Investigations, 46(1), 265–275. https://doi.org/10.21852/sem.1855 (Original work published June 15, 2025)

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