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Attitudes of Primary School Teachers Towards Multicultural Education: Between Acceptance and Challenges
Bocharova, Olena (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 2025)
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.
Implementing Inclusive Education in the Experience of Teachers Working with Children from Ukraine
Bocharova, Olena; Popławska, Agata (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 2024)
The war in Ukraine contributed to a huge wave of refugees arriving at the territory of the EU member states, Moldova and Georgia. Most mothers with school-age children came to Poland. In this situation, mobilization took place, and a number of actions were taken on many different levels to ensure, among others: access to the labour market, social assistance, medical care and education. Teachers in schools accepting children from Ukraine had to develop adequate educational strategies. Schools began to implement inclusive education understood as an approach providing all students, as full participants in the teachinglearning process, with appropriate conditions for developing their personal potential and acquiring competences needed to function well in society regardless of their special needs, health condition, origin, culture. The article presents the results of research aimed at finding an answer to the question: How do teachers working with students from Ukraine in Polish schools implement inclusive education? The survey covered 258 teachers from all over Poland working with children from Ukraine at the first stage of education.