At a crossroads of civilizations: multicultural educational provision in Cyprus through the lens of a case study

Abstract

This paper aims to explore the issue of multicultural education in Cyprus and how it is treated within school environments. It explores attitudes from and towards non-indigenous pupils and perceptions that exist within the indigenous population. A case study approach was used to achieve these goals. Teachers completed a semi-structured questionnaire, and pupils and parents were interviewed. The results revealed serious deficiencies in the system, with particular emphasis on the lack of academic and psychological support for non-indigenous pupils. The results also point to a lack of skills among teachers to function in multiethnic classrooms

Experiencing multiculturalism in Greek‐Cypriot primary schools

“…While multicultural education has been well established in many countries for a number of years, this is not the case in Cyprus, where the concept has been introduced very recently (Panayiotopoulos and Nicolaidou 2007). The myth of a homogeneous, monocultural and monolingual Cypriot society, long cultivated by education and the media (Bryant 2004), has overshadowed recent demographic changes.…”

“…The educational policies adopted by the Ministry, which include additional hours for language support, books and instructions for teaching Greek as a second language, and provision for teachers' in-service training, have been criticized as insufficient (Panayiotopoulos and Nicolaidou 2007;Partasi 2008). Additionally, the declaration of 'multicultural education' as one of the main goals for the 2006-07 school year was not accompanied by provision of additional support to teachers and schools (such as related material or in-service training) that would contribute to the accomplishment of this goal (Panayiotopoulos and Nicolaidou 2007;Partasi 2008). The centralized education system has been characterized as monocultural with nationalistic elements spread throughout the curriculum (Frangoudaki and Dragona 1997;Committee of Educational Reform 2004;Christou 2006;Spyrou 2006 (Millas 1991;Philippou 2007).…”

Greek-Cypriot Students’ Stances and Repertoires Towards Migrants and Migrant Students in the Republic of Cyprus

“…Spyrou's (2009) study reveals the complexities and ambivalences in 13 10-12-year-old children's perceptions of Sri Lankan and Filipino women who were employed as domestic workers in Cyprus. In another study, Panayiotopoulos and Nicolaidou (2007) acknowledge that their semi-structured interviews with Greek-Cypriot students revealed racist incidents against non-indigenous children; non-indigenous children were targeted mostly because of the manner in which they dressed, the financial difficulties of their families and their skin colour. Also, Papamichael (2008) makes references to Greek-Cypriot children's negative views of migrants and the ways in which migrant students are marginalised.…”

“…Given the rapid changes in the profile of the Greek-Cypriot educational system, the concept of "intercultural education" is relatively new to schools and society (Panayiotopoulos and Nicolaidou 2007). The first serious attempt to implement it took place in 2002, when the Ministry of Education and Culture of the Republic of Cyprus sent a long circular to public (primary) schools (under the title "Intercultural Education") and explained the government policy on this matter (Zembylas 2010a).…”

Greek-Cypriot teachers' constructions of Turkish-speaking children's identities: critical race theory and education in a conflict-ridden society

“…Although in the south policy documents and official curricula include strong statements about humanistic ideas and respect for human rights, justice, and peace, in practice non-Greek Cypriot children are seen as deficient and needing to be assimilated (Panayiotopoulos and Nicolaidou 2007;Zembylas in press). Various studies also demonstrate that school textbooks and national rituals, symbols, and celebrations systematically create dehumanized images of the Turks and Turkish…”