Added, Integrated or Prevented: What Room is There for Taking Cultural Diversity Into Account in the Classroom?
The purpose of this article is to understand what teachers develop to respond to the imperative of considering otherness. Fourteen interviews with female teachers were conducted and then processed according to the logic of content analysis. The results show an intersection between added, integrated, but also prevented practices. The analysis highlights an overrepresentation of interrelational objectives in comparison to the treatment of issues related to injustices, and an integration of intercultural approaches in the teachers’ practices. Finally, the results highlight the need for teacher training in intercultural approaches.