Abstract:European societies have become increasingly diverse as a result of legal and illegal migration flows, and educationists are facing the challenge of how to address the presence of migrant students. In recent years, there has been increasing activity at European level in the field of intercultural education despite the principle of subsidiarity. This article draws on 30European level policy documents published within the last decade to analyse the dynamics influencing intercultural education in Europe. These include European Union institutions (such as European Commission, European Council, and Council of Ministers) and Council of Europe documents. Our discussions are situated within historical and contemporary European immigration policy developments. We argue that the main emphasis of recent European level policies and directives is on fostering social cohesion through incorporating migrant students.In so doing, European organisations have had to deal with arguments surrounding the legitimacy of European policy initiatives in the field of intercultural education.
A primary goal of many educational systems in different countries of the world is the offering of equal opportunities in education. My engagement with the literature that relates to inclusive education as well as the literature that relates to educational leadership leads to the conclusion that if we are interested in moving towards more inclusive practices one of the factors that has to be studied in depth, is leadership and its role in the development of these practices. This article studies, through four cases studies of Cypriot schools, the forms of leadership that promote inclusive education and how these forms of leadership manifest in the practices, activities and behaviours of the schools' headteachers. By studying the four schools it became apparent that the patterns of leadership that supported inclusion were not static. Leaders were trying to understand the local context and then developed their own strategies. They also supported learning in informal learning environments and took into consideration children's voices.
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