Integration of minorities and interculturalism in the greek education system

Abstract

Intercultural Education Policy, which first emerged in countries whose societies were evolving into multicultural communities, like the classic destinations for migrants, or had already become multicultural, like the former colonies, reflected thinking and debate on the new educational needs which had arisen and on the new philosophy which was required to permeate the whole educational system. It appeared to be the most suitable education policy response for the multicultural and democratic societies, those which comply with international law and show respect for human rights, those in the process of becoming, or which have already become, pluralistic societies. Greece is not an exception to this rule. While it is evident that international socio-political developments gave rise to the concern and debate from which Intercultural Education was born, and although the beginning of the 21th century is described as the period of the refugee, because of the mass movements of population it witnessed, these people are rarely included in the debate from which Intercultural Education sprang, they are ignored as a student population with special features or special educational needs- not that these needs constitute an incurable and chronic disease-yet they are officially included as a target group in the general philosophical framework of Intercultural Education.