Possibilities and Limits to Build an Institutional Culture from the Classroom Practices Shared: The Case of Inclusive Intercultural Education

Abstract

The present study examines teachers' perceptions who participate in the Critical Citizenship Seminar (SCC), based on innovation in the classroom from an intercultural and inclusive approach. The aim of this work is to analyze teachers' motivations towards school change. The analysis of Focus Group and participant observation developed in the SCC shows that the resistance attitudes from teachers and the lack of commitment and leadership from management teams could be barriers to change. The findings point out the need to generate collaborative structures between teachers, and to create a school culture for change.