International Centre for Intercultural Studies Institute of Education, University College London

International Centre for Intercultural Studies
Institute of Education, University College London

Challenges in the field of intercultural education: perspectives in theory and practice

LondonJune, 2016

Dr Evanthia Tsaliki, Visiting Research Associate, International Centre for Intercultural Studies

Is there any difference between multicultural and intercultural education both theoretically and practically?

Is intercultural education necessary to be implemented only when there are migrant pupils in the classroom?

Should intercultural education be implemented only in the classroom?

Should there be any connection between the school and the wider society in terms of the intercultural dimension in education?

Are teachers well prepared to incorporate an intercultural dimension in their teaching and in which subjects?

What is the role of head teachers towards the implementation of interculturaldimension in education?

How is intercultural education transformed from theory into practice?

Issues addressed

Mapping the field of intercultural education

(description and definition)

The main aim of the research study

Research methodology

Context review

Results

Thoughts and issues addressed

Structure of the presentation

The field of intercultural education

Integration model

Multicultural education

Anti-racist education

Critical multiculturalism

Intercultural education

Bilingual education

Educational models for coping diversity

The overriding aim of the study is to explore teachers and head teachers perceptions of the nature of intercultural education and of its implementation within the intercultural primary schools in Greece.

The main aim of the study

What meaning do primary school teachers and head teachers attribute to the term intercultural education?

What are the perceptions of primary school teachers and head teachers with regard to whether it is necessary to implement intercultural education in schools and why?

What are their views on the teaching methods adopted in the classroom and the school to promote intercultural education and why?

What are their views on the events and activities adopted in the

classroom and the school to promote intercultural education and why?

What are teachers and head teachers perceptions of the nature of intercultural education and what are their perceptions of its implementation within the intercultural primary schools in Greece?

Questionnaires (133 respondents)

Semi-structured interviews with teachers (39 interviewees)

Semi-structured interviews with head teachers (13 interviewees)

Documentary material and informal field notes

Notes

Mixed Method approach

Parallel administration of questionnaires and conduct of the interviews

Purposive sample

Research Methodology

Law 2413/1996

Greek education abroad, intercultural education and related issues

Education to young people with special social, educational and cultural needs

Schools of intercultural education

Curriculum adjusted to pupils needs

Supplementary or alternative subjects

Reduction of pupils in each class

Appropriate qualifications of the teaching staff

Context Review

Geographical position of the intercultural schools in Greece

1 Primary school

2 Primary schools1 Lower High school1Upper High school

Kozani1 Lower High school Classes of Upper High school

1 Primary school1 Lower High school

3 Primary schools 3 Lower High schools 1 Upper High school

6 Primary schools2 Lower High schools2 Upper High schools

The results of the study

It refers to foreign pupils (most of them)

Equality of cultures

Both native and foreign pupils benefit

Intercultural education includes anti-racist education (2 teachers)

Multicultural Education Intercultural Education Bilingual Education

They cannot define the terms (4 teachers)

The terms are relevant (8 teachers)

Multicultural education and intercultural education refer to comparison and cultural exchange (11 teachers)

Bilingual education is part of intercultural education (7 teachers)

There is a difference between multicultural and intercultural education (17 teachers)

Managing cultural diversity (due to the ideological confusion)

Intercultural education refers only to foreign pupils (2 teachers)

Towards a definition of intercultural education

Every classroom consists of a diverse pupil population

Learning to live in a multicultural society

Opening of Greece to Europe and the globe

Everyone has a unique cultural identity (most of the interviewees, 10 of the respondents

Equal participation in the society and respect of difference

A mean to overcome racism and prejudice

Contribution of other cultures to the progress of the society

The necessity of intercultural education

Appropriate psychological climate (safety, happiness)

Effective co-operation with pupils parents, among teachers and the head teacher

Empowerment of pupils (use of the first language)

Comparison of cultures

Development of empathy

The use of pictures and objects for communication

Playing during break time

Participation in the activities

The use of the interdisciplinary approach

Individualized teaching

No mention to role-playing and simulation

Teaching methods and approaches

Frequent meetings with parents

Writing up of books, diaries, school newspapers

Visits outside of the school

Projects and celebrations

Co-operation with the wider society

Visits in other countries

Library, conference, website

Events and activities

Science studies (Mathematics, Physics)

Language studies

Social studies

Art studies (painting, music, dancing, singing)

School subjects

Headship

Co-operative network between schools

European funded programmes

Co-operation between the parents (Board of Parents) and the school

Co-operation between teachers

Gap between the legal framework and the implementation of intercultural education

The case of its school is not independent from the problems of the local community

Lack of support by the school advisers

Continuous and systematic implementation

Lack of teaching of pupils first language

Whole-school approaches

Government policy

Problems towards the implementation of intercultural education

Is there any difference between multicultural and intercultural education both theoretically and practically?

Is intercultural education necessary to be implemented only when there are migrant pupils in the classroom?

Should intercultural education be implemented only in the classroom?

Should there be any connection between the school and the wider society in terms of the intercultural dimension in education?

Are teachers well prepared to incorporate an intercultural dimension in their teaching and in which subjects?

What is the role of head teachers towards the implementation of interculturaldimension in education?

How is intercultural education transformed from theory into practice?

Issues addressed

Thank you for your attention!

Questions and thoughts

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