Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education

Author: Jacqueline Żammit, University of Malta, Malta

Citation: Żammit, J. (2021). Maltese Educators’ Perceptions of Democracy, Equality and Justice in Multicultural Education, IAFOR Journal of Education: Inclusive Education, 9(1).


The perceptions and attitudes of educators towards multicultural education are strongly correlated to the manner in which multicultural education is applied. Previous research indicates that culture undeniably has an effect on education, nonetheless, education administrators may not have enough knowledge about multicultural education practices. The aim of the study was to identify the perceptions and interpretations of multicultural teaching from seventeen respondents employed as educators. These educators were all Maltese, teaching Maltese as a second language to adult learners who originated from diverse cultural backgrounds and were living in Malta. The researcher used a qualitative case study design of online interviews to identify the practices that educators perceive to be the best in promoting effective multicultural education. Based on content analysis, the key concepts and activities defined as effective in maintaining multicultural education performance include equality, democracy and justice. Multi-ethnic teaching offers the opportunity to equitably consider and accept divergent viewpoints, which in turn allows proper cohesion not only among students but also educators. Indeed, multi-ethnic education is essential; individuals with varying backgrounds and experiences deserve equality, and community groups need proper representation. This research thus concludes that the majority of teachers agree that practices such as ensuring equality, democracy and justice for all learners regardless of their ethnic, gender, or religious context are of high significance in encouraging inclusion, multicultural education, and student success.


democracy, equality, good practice, justice, multicultural teaching, teachers’ perspectives