Utilizing the European Programmes “Erasmus+” for the Development of Cultural Education

Abstract

This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of training in issues of common interest. The relevant activities of the overall methodology that is presented herein include the training of high-school teachers in Cultural Education issues. This training aims at achieving the strategic goal of the local educational administration, which considers Cultural Education as a prime tool for confronting social problems in school communities, worldwide.

Evaluation of Teaching Mobilities in the Context of Intercultural Education

“…3) for students to feel safe, to limit xenophobia and racism, behaviors that their classmates have, as a reflection of what is happening in society and leads to social exclusion. Also for the students to become stronger so that they can manage emotions and relationships and overcome the difficulties, as mentioned earlier, of adaptation to the school and social environment, so that these difficulties do not come at the expense of their regular school and social integration [6], [7].…”

An Empirical Study of Collaborative Culture as a Model of Organizational Behavior in Greek Primary Schools

“…A necessary prerequisite for empowering school culture is the collaborative effort of all and consequently, the introduction of collaborative culture appears to be reinforced over other forms of culture (Fullan, 2007;Waldron & Mcleskey, 2010) describes how such collaboration develops in a school as he suggests that rather than restructuring a school, ''re-culturing" is required. To change school culture and create a more inclusive school, educators must question their beliefs about teaching and learning for students who struggle to learn and engage in a collaborative change process that results in new values, norms, and preferred behaviors (Fullan, 2007;Foulidi et al, 2017). The research has revealed that such a collaborative culture leads to higher levels of trust and respect among colleagues, improved professional satisfaction, improved instructional practices, better outcomes for all students, and school change that is maintained over time (Friend & Cook, 2007).…”