Aristotle University of Thessaloniki

Faculty of Theology
Dimitra Gkirlou Konstantinos Lithiropoulos

Multiculturalism demands from the populations

with different cultural identities not just to
coexist, but to live in harmony.
Through interculturalism are pursued processes
for
the
meeting,
interaction,
mutual
cooperation and further development of the
various civilizations.
The solution to intercultural education can be
given by the Science of Pedagogy because it
promotes to the students attitudes that abolish
superstitions, stereotypes and racism. (esidou,
2004: 76,80)

The principles and goals of interculturalism in

education, aim not only to the education of
the minority students but also of the majority
and concern state and inter-state levels.
The state level concerns the immigrants,
the emigrants and other minorities living
inside the state and also the majority.
The inter-state level concerns the cultural
communication and interaction of the
peoples living in different states.

1. accepts the equality of all people

2. considers the cultural and linguistic
difference as element for the enrichment of
the curricula
3.aims to the equality of opportunities for
all
4.opposes to any discriminations
(anakidou & Papagianni, 1998:13-17).

(a) co-education of the students coming from

different cultural groups. Thus is avoided the
marginalization of the minority groups.
(b) opening of the curricula to the cultures of
the minorities, (Musolff, 2001:6).
(c) removal from the curricula and the
schoolbooks of any references on prejudices or
stereotypes and through a creative comparison,
notice not only the differences but also the
similarities among the various cultures. (apsalis
et al., 2000:65).
(d) teachers training in intercultural education
by introducing courses both at undergraduate and
postgraduate university studies, (Gkovaris, 2005:
643)

For their implementation should be changes

at:
1.school

programmes
2.teaching methods
3.relations between school and
society

1. Intercultural Schools
2. (a) Reception Classrooms
(b) Tutorial Groups

knows that school does not offer the

students
only
knowledge
but
also
contributes to the social integration of the
foreign students to their social environment
and form consciousnesses towards diversity.
Because the acceptance of the equivalence
of the cultures should start from inside the
classroom and continues into the society.
(Pigka, 2004:416).

the teacher training at university level

demands the same preparation with the
other professions.
emphasis is given to the importance of
practice of the teachers in schools,
supervised by the universities, with the
participation of the schools and their
teaching staff.

The last years the Faculties of Pedagogy of

the greek universities have started to
incorporate in their Bachelor studies
programmes, courses, either core or
selective that inform the teachers on the
new multicultural situation in the school
classrooms and provide them the necessary
knowledge and abilities that will help them
become effective teachers for all their
students (native and foreign).

concurrent models, according to which

the theoretical and pedagogical training of
the teacher, and practice are parallel
consecutive models according to which
the theoretical training comes first and then
follows practice

core courses (general education)

selective courses (specialization)
theoretical courses of pedagogical training
practice

 Antiracist,

antisexistic
intercultural education

Social

and

and cultural construction

of identities and sexes

Intercultural Education Greek language as

second or foreign language
Relation between language and culture in
multicultural society
Bilingualism and bilingual education
Multilingual multicultural education
Special
issues in the education of
immigrants/foreigners
Education of Roma children
Education of immigrants, Roma

Multiculturalism and religious phenomena

Intercultural Education
Ethnocultural groups, inter-group relations
and Communication
Organizing
and
administration
of
a
multicultural classroom
Intercultural Education
Intercultural Teaching

Intercultural Education. Theory and

Implementation

Contemporary Socio-Pedagogical
approaches in the Primary school

 Intercultural

Teaching (teaching in
multicultural environments)

Intercultural

Education I

Intercultural

Education II (practice)

 Elements

of musical intercultural
education (from theory to practice)

Lingual

polymorphy and learning

 THANK

YOU FOR YOUR ATTENTION

What is and can be the role of the Teacher in a

class of diversity?
How does this role influence the profile of the
teacher in the intercultural schools?
How can
Universities
contribute
with the teacher
training they
provide?