摘要：Europe is going through one of the most regressive moments in terms of rights for migrants. Policies that justify the
questioning of rights are based and, in turn, contribute to the formation of certain beliefs towards diversity. These
beliefs in the teaching staff condition the teaching-learning processes, the modes of relationship and the transmission
of values within the classroom. This study focuses on knowing teachers' beliefs towards multiculturalism and equality
in Southern Italy, one of the areas with the greatest migration control in Europe. For the research, the Cultural Beliefs
for Teachers Scale (TCBS) was validated cross-culturally (through exploratory and confirmatory analysis) that was
applied to 300 teachers from Sicilian public schools. The results show, despite the political context, that teachers
maintain positive beliefs towards equality and multiculturalism. Women manifest more positive beliefs towards
multiculturalism in the classroom than their male peers, while the group with more years of teaching offers worse
results towards multiculturalism outside the classroom. This general overview offers an image of schools as potential
spaces for democratic resistance. However, there is a need to develop new instruments that assess contemporary
forms of discrimination more concretely and sensitively.
