ABSTRACT This research examines teachers’ conceptualisations of diversity and intercultural education. It also investigates the teaching approaches adopted by teachers within their culturally diverse classrooms. More specifically, the current project investigates the following research questions: how do teachers define and understand the concept of intercultural education; what practices do they adopt (or not) to promote intercultural education in their classrooms; what barriers do they perceive in their efforts to teach in more intercultural ways; what are their suggestions for implementing intercultural education in more successful ways? Observations and interviews took place with twenty teachers from ten schools in Cyprus. Our data shows that two ideological positions co-existed in teachers’ discourses, namely: the monocultural approach (cultural-deficiency perspective), and the multicultural approach (cultural-celebratory perspective). We also examined how the ambiguities and contradictions in teachers’ ideologies influenced their teaching and practices. In their daily routines, teachers seemed to adopt a teaching-as-usual approach, while occasionally engaging in ‘intercultural moments’, which included their rare attempts to differentiate or add cultural content to their teaching.

中文翻译：

---

跨文化主义的“渐进”：塞浦路斯背景下教师意识形态和实践中的歧义和紧张

摘要 本研究考察了教师对多样性和跨文化教育的概念化。它还调查了教师在其多元文化的课堂中采用的教学方法。更具体地说，本项目调查了以下研究问题：教师如何定义和理解跨文化教育的概念；他们采取（或不采取）哪些做法来促进课堂中的跨文化教育；他们认为在以更多跨文化方式教学的努力中存在哪些障碍？他们对以更成功的方式实施跨文化教育有何建议？对塞浦路斯十所学校的二十名教师进行了观察和访谈。我们的数据表明，教师话语中同时存在两种意识形态立场，即：单一文化方法（文化缺陷视角）和多元文化方法（文化庆祝视角）。我们还研究了教师意识形态中的歧义和矛盾如何影响他们的教学和实践。在他们的日常生活中，教师似乎采取了一种照常教学的方法，同时偶尔也会参与“跨文化时刻”，其中包括他们罕见的尝试在他们的教学中区分或添加文化内容。