Summary
A groundbreaking study from the University of Seville reveals that Spanish schools are inadvertently sidelining Moroccan Muslim students by adopting “pedagogies of indifference.” Through in-depth interviews with 12 Moroccan mothers in Seville, researcher Lucía Torres-Zaragoza found that while teachers remain neutral to avoid controversy, this neutrality actually perpetuates cultural and religious invisibility. The research highlights a stark imbalance: Catholic celebrations organize the school calendar, yet Muslim festivities like Eid receive no recognition. Cultural activities, when they occur, reduce identity to food and folklore, ignoring deeper discussions about discrimination and belonging. Mothers report feeling unheard, with schools never consulting them about diversity initiatives. Their recommendations are clear: teach all students about Moroccan culture and Islam to foster genuine understanding, not superficial tolerance. The study calls for urgent teacher training, curriculum reform, and a critical re-evaluation of secularism that currently privileges Christianity over other faiths.
The Hidden Cost of “Neutrality” in Classrooms
When Mouna, a Moroccan mother of six living in Seville, describes her children’s school experience, she uses a word that resonates throughout a new academic study: indifference. “My children’s cultural identity hasn’t caused any kind of problem,” she explains, “but it hasn’t given them any kind of benefit either. The teachers see their culture with complete indifference.” This sentiment, captured in research published in Frontiers in Education, exposes a profound gap between Spain’s diverse student body and its educational practices.
The study, conducted by Lucía Torres-Zaragoza from the University of Seville, provides a rare and critical perspective on how cultural and religious diversity is managed—or mismanaged—in Spanish public schools. Instead of interviewing teachers, the research chose to amplify the voices often excluded from these conversations: Moroccan Muslim migrant mothers. Their testimonies reveal that while Spain’s classrooms grow increasingly heterogeneous, schools often respond with silence rather than celebration.
Profile of Mothers Interviewed
| Characteristic | Details |
|---|---|
| Age Range | 29-58 years |
| Headscarf | 11 out of 12 wore it |
| Origin | Both rural and urban Morocco |
| Years in Spain | 2-33 years |
| Education | None to Doctorate |
| Children | 1-6 per family |
| Children’s School Type | All Public |
Teachers Caught Between Fear and Indifference
The findings paint a complex picture of classroom dynamics. Teacher attitudes toward diversity vary significantly, but a troubling pattern of “color-blind” pedagogy emerges. Many educators believe that acknowledging differences is itself a discriminatory act, therefore they avoid the topic altogether. This approach, while perhaps well-intentioned, effectively reinforces the dominance of mainstream Spanish culture.
“The result is a system where minority students are neither openly discriminated against nor genuinely welcomed,” Torres-Zaragoza explains. Mothers reported that teachers rarely ask about Moroccan culture or Islam, treating these identities as private matters not fit for classroom discussion. When teachers do engage, it often depends on individual interest rather than institutional policy.
Culture Reduced to Food and Folklore
When schools do organize cultural events, they typically fall short of meaningful exchange. These activities tend to be one-off events—a “Cultural Week” or “Festival of Cultures”—where families bring traditional dishes to share. While mothers participate with pride, the superficial nature of these celebrations raises concerns.
“Everyone could bring typical dishes from their country,” one mother recalled. “My son made Moroccan pastries and won the gastronomy contest.” Another described setting up a booth with Moroccan tea and pastries, the only cultural sharing she remembered. These events, while positive experiences, often reduce complex identities to food and customs, ignoring deeper conversations about belonging and discrimination.
Key Research Findings
| Area | Finding |
|---|---|
| Teacher Attitudes | Indifference or individual interest; no systemic approach |
| Cultural Events | Rare, superficial, focus on food/customs |
| Religious Celebrations | Muslim festivals ignored; Catholic events dominate |
| Accommodations | Flexibility during Ramadan, but limited |
| Parent Participation | Never consulted about diversity initiatives |
| Recommendations | Teach all students about different cultures/religions |
Religious Diversity: The Invisible Identity
Perhaps the most striking finding involves the treatment of religious diversity. While Catholic traditions structure the school calendar—Christmas nativity scenes, Holy Week processions—Muslim celebrations remain invisible. Schools accommodate religious practices when asked, such as excusing absences for Eid, but they never actively celebrate Islamic festivities.
Mothers expressed a willingness for their children to participate in Christian celebrations, viewing it as part of integrating into Spanish society. “We don’t celebrate Christmas at home, but we always tell them to participate in all activities,” one mother stated. This openness dismantles stereotypes about Muslim families being isolated or unwilling to engage with other cultures.
The Unseen Privilege of Catholicism
The study reveals a subtle but pervasive Christian privilege embedded in Spanish education. Christmas caroling, nativity scenes, and Easter processions are framed as “cultural” rather than religious activities, allowing schools to maintain a secular appearance while still prioritizing Catholic traditions. This “secularized” Christianity creates a double standard where one religion’s celebrations are normalized while others are excluded.
One mother noted that her daughter’s school requested permission for her to view a Holy Week procession, emphasizing she would not participate in religious class—just sit with her friends. While the mother agreed, she recognized the underlying message: Christianity is the norm from which all other traditions deviate.
Mothers Propose Real Solutions
The mothers in this study offered concrete recommendations for improvement. They called for schools to teach all students about Moroccan culture and Islam, not just to accommodate minority students but to educate the entire school community. One mother shared a telling anecdote: “I have been asked if I take off my headscarf or leave it on at home. These questions are a bit absurd. People need to know just a little, the bare minimum.”
The research highlights a critical gap: none of the mothers had ever been consulted about diversity initiatives. Schools design programs without input from the families they intend to include, perpetuating a top-down approach that fails to address actual needs.
Beyond Tolerance Toward True Inclusion
The study advocates moving beyond tolerance toward genuine inclusion. Recommendations include enhanced teacher training in culturally responsive teaching, clearer curriculum guidelines, and a re-examination of how secularism is implemented in schools. Instead of excluding religion from classrooms, the research suggests teaching about diverse faiths from a non-confessional perspective.
This approach would benefit all students. By learning about different cultures and religions, Spanish students would develop a more nuanced understanding of their increasingly diverse society. Meanwhile, Moroccan Muslim students would see their identities reflected in the curriculum, fostering a stronger sense of belonging.
A Call for Systemic Change
The findings have implications far beyond Spain. As Western societies grow more diverse, schools worldwide struggle to balance secular principles with genuine cultural and religious inclusion. The study demonstrates that avoiding the topic does not create equality—it simply reinforces existing power structures.
Including mothers’ voices in this research represents a shift toward more equitable educational research and practice. Their insights challenge assumptions about Muslim families and offer practical solutions that could benefit the entire school community.
Reference: Torres-Zaragoza L (2025) Moroccan Muslim students’ cultural and religious diversity recognition in Spanish schools. A critical multiculturalism analysis from their mothers’ perspectives. Front. Educ. 10:1649446. doi: 10.3389/feduc.2025.1649446
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