A multicultural school faces its problems alone, which forces it to seek didactic and educational strategies with, not infrequently, a sense of solitude and community ostracism. Problems that need to be solved, a necessity to cope with everyday school life and the clash of cultures create its novel quality, image and institutional, unique identity. As a matter of fact, often unwittingly, it constructs new culture expressed by an organizational order and didactic and educational work, which are often invisible to an onlooker. Forming an individual inner regulation school system, kind of interactions and their 'depth', adapting work plans to recurrently changing and unforeseeable educational situations all comprise its culture. Te multicultural school is subject to constant shiftts determined by teachers' competence expansion, enrichment of previous behaviors and interactions by adding a cultural diversity factor.
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