The present study attempts to address the issues related to education of Roma children, drawing its theoretical basis from the intercultural approach, according to which education within the multicultural society should be unified and include all the collective identities represented in the school. Schools should therefore adopt a concept of national identity, which apart from traditional criteria (origin, language, religion, etc.) is also determined by political (participation, equal opportunities, social responsibility) and subjective criteria (self-identification of the person). In such a context and within the perspective of an overall holistic approach at the institutional and socioeconomic level of the problems of the Roma population in Greece, the educational and social position of Gypsy children can be improved.

Researchers in the teaching of modern global history generally focus on historical issues that have reshaped our world, including decolonization, social democracies, revolutions, terrorism, religions, competition in labour markets and the role of superpowers. This article attempts to explore global study through which young people may understand both the outside world and themselves. The aim is to reframe the way in which history is taught in schools, seeing it as part of the whole curriculum that makes a contribution to both the values of personal development and to citizenship with a focus on the world's history. History needs to develop a political intelligence through teaching global history. Based upon the paper's theoretical framework, curriculum developers can create global history syllabuses and pedagogies.

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