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Gerda SULAdistorts an existing peace and harmony that would otherwise exist if there were nodifferences among people.Code #1 Finding: Teachers participating in the training program started to thinkcritically about issues in their classrooms, and in their community about whichthey hadn’t been thinking critically before“Well, everybody knew about the issue, but we all just accept it. It is the first timethat I consider that maybe it isn’t the Roma’s fault that he doesn’t speak Albanianwhen he enters the first grade, but it is just how it is, and it is the responsibility of theschool to find ways to accommodate him, not the other way around.” 1Teachers participating in the program shifted their attitudes towards diversityas a threat, and considered possible that accommodation can be more fruitful foreveryone in the school.Theme: Role of the teacherThe theme consists of attitudes relating to the way in which the role of the teacheris understood: is the role of the teacher purely educational or does the teacher have anactivist role in the area of social justice (ensuring an equal treatment, equal opportunitiesfor all children), and at the same time taking into consideration children’s rights.Code #2 Finding: Teachers acknowledged that education is about creating equitablelearning environments for each student, rather than teaching to the middle.“I knew that nothing good would happen with that child if I failed him. All thechildren in the classroom decided that he is our friend and he needs help. We wrotein our classroom objectives that we all will finish successfully the third grade, andthey set up support schemes to help their friend.” 2Alliance themeAlliance is an important part of education for social justice. Under this theme,attitudes towards the need for allies in the fight against discrimination, as well asthe role of the teacher as an ally in the education process and the development ofchildren were studied.Code #3 Finding: Teachers understood that inequalities are systemic and not justindividual acts, which means that changes in their classroom alone are not enough.(Observation in a third grade classroom prior to the training) The teacher, asoft spoken woman in her thirties was skilfully guiding children to performaddition and subtraction of three-digit numbers. The classroom was bright,with child-friendly professionally-made decorations on the walls, which looked1. First grade teacher, answering about the accommodation of the children in school.2. Fifth grade teacher on supporting schemes to help each child succeed after the training.Albanian Journal of Educational Studies 64