Because of the sociocultural changes that have occurred in Chile during the past ten years, schools have seen a significant increase in the presence of immigrant students. Although academic concern for multicultural education has risen noticeably, attention has been focused on students from indigenous minorities/cultures. From the perspective of qualitative and ethnographic research, this article presents results that show how teachers at schools with a high presence of immigrant students value diversity in the classroom and conceptualize the role of schools in this type of contexts. The evaluations and roles under study present challenges for the initial training of teachers in considering a more critical and global view of multicultural education in Chile.
|Translated title of the contribution||Diversity and roles at schools: Teachers' discourse in multicultural educational contexts|
|Number of pages||23|
|Journal||Revista Mexicana de Investigacion Educativa|
|State||Published - 1 Apr 2015|