Beyond general approaches to culture teaching, I also examined whether and how the participating teachers engaged with deeper, more critical dimensions—what Byram (1997) describes as critical cultural awareness, and what others refer to as critical intercultural competence (Olaya & Gómez Rodríguez, 2013; Gómez Rodríguez, 2015a, 2015b). These perspectives encourage learners to reflect on the underlying causes of cultural beliefs and behaviours and to critically explore complex social issues such as inequality, racism, and injustice.

This chapter begins by outlining the methodology for this part of the research, including the school context, participant profiles, research instruments, and the procedures followed for data collection and analysis. It then moves on to explore the teachers’ reported attitudes and classroom approaches in relation to the development of CDA and ICC. The interpretation of the interview data is presented with reference to the overarching research aims that guide this case study.