ABSTRACT This article, based on a deep ethnography in schools located in a disadvantaged multicultural context in Geneva (Switzerland), questions the way in which the local school system and teachers comprehend the cultural diversity of students and their parents. Oscillating between recognition and assimilation, teachers publicly adhere to discourses that emphasise cultural diversity, while limiting its expression, especially when a student encounters school difficulties. Teachers’ meetings with parents are significantly influenced by the majority perspective, leaving the parents with little place to express their own needs. Nonetheless, within the conversation, some parents are able to assert practices that differ from those promoted by the host society. Ultimately, it seems that, in the absence of a multicultural position, teachers are limited to adopting hybrid practices that create unease and are evidence of limited understanding of multiculturality.

中文翻译：

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“你在家说什么语言？” 弱势和种族隔离学校的师生互动中的民族中心主义和文化开放

摘要本文基于在日内瓦（瑞士）处于不利多元文化背景中的学校的深厚民族志，对本地学校系统和教师理解学生及其父母的文化多样性的方式提出了质疑。在承认和同化之间摇摆，老师公开地坚持强调文化多样性的话语，同时限制其表达，特别是当学生遇到学校困难时。多数人的观点极大地影响了与父母的教师会议，使父母无处表达自己的需求。但是，在对话中，一些父母能够坚持与东道国社会所倡导的做法不同的做法。最终，在没有多元文化立场的情况下，