Pseudo-conflicts in Intercultural ESO (Mandatory Secondary Education) Classroom from the Point of View of Students and Teachers

A diverse cultural world involves divergences and conflicts, which could be solutions more than problems (Cascón, 2000) if addressed properly. This study analyzes pseudo-conflicts in intercultural classrooms, using two questionnaires to study teachers’ and students’ points of view (Olmedo et.al., 2012). A descriptive and correlational data analysis facilitates conclusions about students’ and teachers’ agreement about the most serious conflicts or behaviors and disagreement on others, which can lead to confusion in coexistence. Although related xenophobic or sexist latent-conflicts are closely watched by teachers, sometimes not enough attention is paid to pseudo-conflicts, which can impact intercultural coexistence negatively.