A Critical Analysis of Moroccan Muslim Migrant Mothers’ Perceptions on Teacher Attitudes and Discourses Towards Their Children in Spanish Formal Education

Lucía Torres-Zaragoza ()
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Lucía Torres-Zaragoza: Faculty of Education Sciences, University of Seville, 41013 Seville, Spain

Societies, 2025, vol. 15, issue 8, 1-12

Abstract: Teachers can be transgressive agents to foster the inclusion of the growing migrant population in European schools. However, they are often faced by many challenges working with the ethnic/religious diversity in their classrooms. Moreover, they sometimes adopt stigmatised views about minoritised students that affect their attitudes and discourses towards them. Muslim migrant students tend to endure discrimination and essentialist discourses in their educational experiences. Thus, this study aims to analyse teachers’ discourses and attitudes towards Moroccan Muslim migrant students in their formal education, from the perspective of their mothers. A critical qualitative study with a mixed thematic content analysis was carried out. In-depth interviews with a total of nine Moroccan mothers were conducted. There are still cases in which teachers’ discourse and attitudes can marginalise Moroccan Muslim migrant students. This can be explained by the lack of teacher training. Teachers sometimes struggle to tackle discrimination, which is eased by well-established action plans. There is a need for contextualised and specific training for teachers. Furthermore, policies, schools and the community should support and involve teachers in the development of more inclusive practices that are aware of systemic inequality and privilege.

Keywords: teacher attitudes; inclusive education; Moroccan Muslim students; discrimination; culturally responsive teaching (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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