Multicultural/Intercultural Education Issues in Pre-service Teacher Education Courses: The Case of Greece

Educational Needs of Adult Refugees’ Educators: A Greek Case Study

“…According to the data collected, the majority of trainers want to be educated on the basic principles of adult and vulnerable group education, diversity and interculturalism issues and psychology. The above are consistent with findings of research carried out in Greece on adult trainers and refugee trainers (Brinia et al, 2019• Gagné et al, 2017• Nelson & Appleby, 2015• Palaiologou & Dimitriadou, 2013• Proiou 2019• Richardson et al, 2018. The voluntary nature of the whole project is entirely related to the fact that the training of refugees was undertaken by trainers who are mostly inexperienced.…”

“…As noted by Vergidis (2012) several researches have been carried out in Greece, which aimed to investigate the educational needs of teachers. A common denominator of these researches is, inter alia, the need for support and training in the teaching of pupils with different cultural backgrounds, despite the fact that teacher training in intercultural education is a central area in the curricula of the Country's Pedagogical Departments (Palaiologou & Dimitriadou, 2013).…”

Educational Needs of Adult Refugees’ Educators: A Greek Case Study

“…As noted by Vergidis (2012) several researches have been carried out in Greece, which aimed to investigate the educational needs of teachers. A common denominator of these researches is, inter alia, the need for support and training in the teaching of pupils with different cultural backgrounds, despite the fact that teacher training in intercultural education is a central area in the curricula of the Country's Pedagogical Departments (Palaiologou & Dimitriadou, 2013).…”

The Intercultural Aspect of Distance Education in Greece: A Case Study of Exploring Educational Leadership’s Representations During the Covid-19 Pandemic

“…Intercultural education has been a subject of heated debate since it first appeared in Greece in the 1970s, when a great number of immigrant Greeks returned to the country to resettle (Trouki, 2012). The repatriation of these populations led to the creation of intercultural schools, where all students are immigrants and/or refugees, as well as to the creation of host classes within typical schools, where immigrant and/or refugee students are divided into two groups, according to their knowledge of Greek language and with a view to joining typical classes when they have reached the appropriate linguistic level (Palaiologou & Dimitriadou, 2013;Trouki, 2012;Paleologou, 2004).…”

“…Although these school settings were firstly designed to support only Greek diaspora students, the recent migration crisis has imposed their reformation in order for them to be able to accommodate all students' needs, regardless of their cultural background and origins (Pandolfini, 2016;Palaiologou & Dimitriadou, 2013;Paleologou, 2004). In this context and towards a more intercultural school, recent research has shown that intercultural principles cannot fully and successfully be applied, without implementing Information and Communication Technologies (ICT) (Pandolfini, 2016;Nikolopoulou & Gialamas, 2015.…”