Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship
Abstract
1. Introduction
2. Theoretical Framework
3. Materials and Methods
- Analyze the influence of hate speech in teacher training and its impact on the perceptions and attitudes of pre-service teachers regarding diversity, gender equity, and democratic values in the educational sphere.
- Identify the relationships between social media use and the dissemination of hate speech in educational contexts, exploring correlations between exposure to such discourse and students’ responses in constructing inclusive counter-narratives.
3.1. Data Collection Techniques
- (a)
- Definition of objectives.
- (b)
- Sample selection.
- (c)
- Survey design.
- (d)
- Validation by expert judges.
- (e)
- Pilot study.
- (f)
- Final survey.
- (g)
- Survey administration.
- (h)
- Data analysis.
- (i)
- Conclusions.
3.2. Sample
- (a)
- The standard error (SE) (95%), also known as the permissible sampling error, which represents the difference between the sample mean (X) and the population mean (μ).
- (b)
- The confidence level, which indicates the probability that the estimate derived from the sample accurately reflects the reality of the population.
- (a)
- Being an active student in an initial teacher training program in history.
- (b)
- Having completed at least three semesters in the curriculum progression.
3.3. Data Analysis
3.4. Ethical Considerations
4. Results
4.1. Correlation Analysis: Positive Relationships
The Relationship Between Teacher Training and the Role of the Ministry
- I.
- Teacher training: It is essential and requires both institutional commitment (51–55%) and public policies (70%) to support its implementation.
- II.
- The role of the ministry: It is central, not only as a resource provider but also as a catalyst for structural changes in curricula and teaching practices.
- III.
- Teacher training programs: They are perceived as transformative spaces where addressing hate speech should be an integral and cross-cutting component (46%).
4.2. Negative Relationships: A Data-Integrated Narrative
5. Discussion: The Impact of Teacher Training on Preventing Hate Speech
Diversity as a Source of Conflict: A Critical Perspective
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
P1 | P2 | P3 | P4 | P5 | P6 | P7 | P8 | P9 | P10 | P11 | P12 | P13 | P14 | P15 | ||
P1 | 1 | |||||||||||||||
P2 | 0.55276 | 1 | ||||||||||||||
<0.0001 | ||||||||||||||||
P3 | 0.21486 | 0.17334 | 1 | |||||||||||||
0.0023 | 0.0143 | |||||||||||||||
P4 | 0.25885 | 0.31802 | 0.31174 | 1 | ||||||||||||
0.0002 | <0.0001 | <0.0001 | ||||||||||||||
P5 | 0.22982 | 0.30372 | 0.1488 | 1 | ||||||||||||
0.0011 | <0.0001 | 0.0359 | ||||||||||||||
P6 | 0.20134 | 0.36576 | 0.21725 | 1 | ||||||||||||
0.0043 | <0.0001 | 0.0021 | ||||||||||||||
P7 | 0.50238 | 0.46366 | 0.43065 | 0.31713 | 0.22746 | 0.1855 | 1 | |||||||||
<0.0001 | <0.0001 | <0.0001 | <0.0001 | 0.0012 | 0.0087 | |||||||||||
P8 | 0.34328 | 0.31535 | 0.20416 | 0.28304 | 0.19269 | 0.36787 | 1 | |||||||||
<0.0001 | <0.0001 | 0.0038 | <0.0001 | 0.0064 | <0.0001 | |||||||||||
P9 | 0.20322 | 0.27567 | 0.15921 | −0.21949 | 1 | |||||||||||
0.004 | <0.0001 | 0.0247 | 0.0018 | |||||||||||||
P10 | −0.22048 | 0.38912 | −0.18172 | 0.14351 | −0.27336 | 1 | ||||||||||
0.0018 | <0.0001 | 0.0102 | 0.0432 | <0.0001 | ||||||||||||
P11 | 0.27295 | 0.2115 | −0.18177 | 0.29557 | 0.34391 | −0.2261 | 1 | |||||||||
<0.0001 | 0.0027 | 0.0102 | <0.0001 | <0.0001 | 0.0013 | |||||||||||
P12 | 0.33065 | 0.51764 | 0.13808 | 0.27167 | 0.37352 | 0.17548 | 0.19912 | 0.16318 | 0.24363 | 1 | ||||||
<0.0001 | <0.0001 | 0.0518 | 0.0001 | <0.0001 | 0.0132 | 0.0048 | 0.0213 | 0.0005 | ||||||||
P13 | 0.28361 | 0.13744 | 0.29461 | 0.24795 | 0.2799 | 0.26742 | 1 | |||||||||
<0.0001 | 0.0529 | <0.0001 | 0.0004 | <0.0001 | 0.0001 | |||||||||||
P14 | 0.29525 | 0.16194 | 0.16115 | 0.27083 | 0.28659 | −0.20456 | 0.28311 | 0.18927 | 1 | |||||||
<0.0001 | 0.0223 | 0.023 | 0.0001 | <0.0001 | 0.0038 | <0.0001 | 0.0074 | |||||||||
P15 | 0.36893 | 0.1816 | 0.1635 | 0.19979 | −0.20937 | 0.30048 | −0.17212 | 0.33993 | 1 | |||||||
<0.0001 | 0.0103 | 0.021 | 0.0047 | 0.003 | <0.0001 | 0.0151 | <0.0001 | |||||||||
P16 | P17 | P18 | P19 | P20 | P21 | P22 | P23 | P24 | P25 | P26 | P27 | P28 | P29 | P30 | P31 | |
P16 | 1 | |||||||||||||||
P17 | 0.18123 | 1 | ||||||||||||||
0.0104 | ||||||||||||||||
P18 | −0.43911 | −0.50688 | 1 | |||||||||||||
<0.0001 | <0.0001 | |||||||||||||||
P19 | −0.27331 | 0.35592 | 1 | |||||||||||||
<0.0001 | <0.0001 | |||||||||||||||
P20 | 0.20925 | 0.22375 | 1 | |||||||||||||
0.003 | 0.0015 | |||||||||||||||
P21 | −0.29243 | 0.21775 | −0.14385 | 1 | ||||||||||||
<0.0001 | 0.002 | 0.0427 | ||||||||||||||
P22 | 0.17941 | −0.48695 | 0.22714 | 0.23135 | 0.3753 | 1 | ||||||||||
0.0112 | <0.0001 | 0.0013 | 0.001 | <0.0001 | ||||||||||||
P23 | −0.15049 | 0.31446 | 0.15756 | 1 | ||||||||||||
0.0339 | <0.0001 | 0.0262 | ||||||||||||||
P24 | 0.31092 | −0.13721 | −0.17694 | 0.4346 | 0.30894 | 0.23488 | 1 | |||||||||
<0.0001 | 0.0533 | 0.0124 | <0.0001 | <0.0001 | 0.0008 | |||||||||||
P25 | 0.23024 | 0.18944 | −0.13985 | 0.21792 | 1 | |||||||||||
0.0011 | 0.0074 | 0.0488 | 0.002 | |||||||||||||
P26 | 0.49618 | −0.2241 | −0.22868 | −0.29287 | −0.38936 | 0.1383 | −0.18858 | 1 | ||||||||
<0.0001 | 0.0015 | 0.0012 | <0.0001 | <0.0001 | 0.0514 | 0.0076 | ||||||||||
P27 | −0.5174 | 0.57184 | 0.50498 | 0.26588 | 0.22506 | 0.35928 | 0.17917 | −0.39151 | 1 | |||||||
<0.0001 | <0.0001 | <0.0001 | 0.0001 | 0.0014 | <0.0001 | 0.0113 | <0.0001 | |||||||||
P28 | −0.4381 | 0.48034 | 0.32935 | 0.25937 | 0.35437 | −0.2314 | −0.18377 | 0.5717 | 1 | |||||||
<0.0001 | <0.0001 | <0.0001 | 0.0002 | <0.0001 | 0.001 | 0.0094 | <0.0001 | |||||||||
P29 | −0.28546 | 0.33747 | 0.29059 | 0.32509 | 0.2674 | 0.44701 | −0.17564 | −0.38794 | 0.56039 | 0.45751 | 1 | |||||
<0.0001 | <0.0001 | <0.0001 | <0.0001 | 0.0001 | <0.0001 | 0.0131 | <0.0001 | <0.0001 | <0.0001 | |||||||
P30 | −0.21355 | 0.37468 | 0.14651 | 0.16147 | 0.30965 | 0.1957 | 0.1491 | 0.31199 | 0.38141 | 0.34306 | 1 | |||||
0.0025 | <0.0001 | 0.0389 | 0.0227 | <0.0001 | 0.0056 | 0.0356 | <0.0001 | <0.0001 | <0.0001 | |||||||
P31 | −0.22119 | 0.3489 | 0.31355 | 0.17923 | 0.3192 | 0.1423 | −0.16984 | 0.3354 | 0.35393 | 0.35834 | 0.49212 | 1 | ||||
0.0017 | <0.0001 | <0.0001 | 0.0113 | <0.0001 | 0.045 | 0.0165 | <0.0001 | <0.0001 | <0.0001 | <0.0001 |
Appendix B
Age | % |
---|---|
<18 | 0% |
18–22 | 62% |
23–27 | 26% |
28–32 | 6% |
33–37 | 3% |
38–42 | 1% |
43–47 | 1% |
48–52 | 1% |
53–57 | 0% |
Grand total | 100% |
Year of Entry Career | % |
---|---|
2016 | 0% |
2017 | 1% |
2018 | 1% |
2019 | 8% |
2020 | 32% |
2021 | 17% |
2022 | 11% |
2023 | 30% |
Grand total | 100% |
You Have Completed Practice | % |
---|---|
Yeah | 69% |
No | 31% |
Grand total | 100% |
Totally Disagree | Disagree | Undecided | OK | Totally Agree | |
---|---|---|---|---|---|
1. In my work and training, I usually promote attitudes and values of respect for gender and all types of diversity. | 2% | 1% | 9% | 27% | 61% |
2. In classes, content can be linked to topics that promote alternative narratives in the face of hate messages and/or speech. | 7% | 6% | 20% | 29% | 38% |
3. The people in my class are interested in working on issues of hate speech from a gender perspective. | 7% | 10% | 35% | 26% | 22% |
4. There are student groups and movements against gender inequalities and the dissemination of hate speech associated with women and non-heteronormative identities. | 8% | 7% | 23% | 27% | 35% |
5. The faculty of the course expresses concern about the presence of hate speech that promotes gender inequalities. | 7% | 10% | 24% | 27% | 32% |
6. My degree curriculum should be modified to include courses that allow for addressing hate speech from a gender perspective. | 7% | 6% | 21% | 20% | 46% |
7. The social networks that I commonly use greatly influence students’ speeches. | 4% | 3% | 17% | 21% | 55% |
8. The social networks that I commonly use influence the speeches of the training teachers. | 10% | 12% | 40% | 22% | 16% |
9. Having knowledge on how to include and work on hate speech from a gender perspective in classrooms would help reduce social inequalities. | 3% | 3% | 14% | 24% | 57% |
10. I have made requests for content on diversity, dissidence and hate speech from a gender perspective to be included as input for future teachers. | 39% | 25% | 22% | 7% | 7% |
11. The faculty of the course expresses its rejection of expressions of hate linked to gender. | 11% | 6% | 19% | 25% | 39% |
12. There are teachers who express their agreement with some hate speech linked to gender. | 45% | 20% | 18% | 11% | 6% |
13. It is possible to identify groups in the race that promote hate speech inked to gender. | 36% | 17% | 25% | 12% | 9% |
14. The social networks you commonly use influence the hate speech * that is expressed. | 10% | 10% | 23% | 26% | 32% |
15. It is more important for students to learn more content * than on other topics such as the treatment of hate speech from a gender perspective. | 11% | 14% | 26% | 19% | 30% |
16. I believe that citizenship education is essential for educating students from a gender perspective. | 1% | 3% | 8% | 18% | 69% |
17. Rejecting and working on hate speech from a gender perspective implies assuming that I may have problems in my practices due to those who validate such comments. | 7% | 5% | 25% | 27% | 36% |
18. In general, I agree with social divisions by gender. | 39% | 15% | 24% | 10% | 12% |
19. Hate speech from a gender perspective should be topics that are worked on from other areas that are dedicated to value issues. | 11% | 10% | 27% | 23% | 29% |
20. The content is not related to hate speech and gender inequalities. | 16% | 16% | 36% | 18% | 13% |
21. Links could be established between the teaching of content and the dissemination of hate speech from a gender perspective. | 5% | 5% | 26% | 28% | 36% |
22. It is not necessary to work on hate speech education from a gender perspective, since these are issues that should be addressed by families themselves. | 60% | 13% | 14% | 6% | 6% |
23. Working from perspectives that promote diversity in teacher training can encourage students to commit to fighting gender inequalities. | 8% | 5% | 17% | 26% | 44% |
24. There have been various problems among teachers during the course due to the presence and expressions of hatred from gender perspectives. | 36% | 22% | 24% | 11% | 7% |
25. Gender-based hatred arises in classes, I intervene immediately and express my disagreement. | 12% | 14% | 29% | 22% | 23% |
26. If hate speech based on gender arises in classes, I suggest that teachers prepare some content related to the topic. | 23% | 20% | 30% | 14% | 14% |
27. Teachers should be trained to work with expressions of hate, as it is a necessity for students. | 6% | 3% | 16% | 23% | 51% |
28. The Ministry should assume responsibility for providing teachers and students with the tools to address hate speech in their courses and schools. | 3% | 1% | 10% | 16% | 70% |
29. Teacher training courses should not deal with hate speech, as this is a response to social problems that should be resolved elsewhere. | 57% | 13% | 16% | 6% | 8% |
30. Teacher trainers have the duty to prepare and work on the presence of hate speech from a gender perspective as an issue of importance to society. | 2% | 3% | 11% | 22% | 62% |
31. Students in training have the duty to prepare themselves autonomously to work on expressions of hatred based on gender in the teaching of the discipline. | 6% | 5% | 24% | 29% | 37% |
32. The Ministry must assume responsibility for providing tools and spaces for the inclusion of hate speech from a gender perspective in careers and in schools. | 9% | 4% | 12% | 20% | 55% |
33. Regardless of the actions of the ministry and/or families, the schools must assume the duty of working on the construction of counter-narratives of hate based on gender. | 2% | 4% | 15% | 24% | 55% |
34. Hate speech towards diversity in general is accompanied by acts of physical, material, and psychological violence. | 3% | 3% | 15% | 23% | 55% |
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Marolla-Gajardo, J.; Riquelme Plaza, I. Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship. Societies 2025, 15, 139. https://doi.org/10.3390/soc15050139
Marolla-Gajardo J, Riquelme Plaza I. Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship. Societies. 2025; 15(5):139. https://doi.org/10.3390/soc15050139
Chicago/Turabian StyleMarolla-Gajardo, Jesús, and Irma Riquelme Plaza. 2025. "Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship" Societies 15, no. 5: 139. https://doi.org/10.3390/soc15050139
APA StyleMarolla-Gajardo, J., & Riquelme Plaza, I. (2025). Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship. Societies, 15(5), 139. https://doi.org/10.3390/soc15050139