European and intercultural dimension in Greek education.

Autor/in	Damanakis, Michael
Titel	European and intercultural dimension in Greek education.
Quelle	In: European educational research journal, 4 (2005) 1, S. 79-88Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2005.4.1.7
Schlagwörter	Bildungstheorie; Vergleich; Interkulturelle Kommunikation; Bildungspolitik; Bildungsrecht; Schule; Interkulturelle Bildung; Interkulturelle Kompetenz; Multikulturalität; Multikulturelle Erziehung; Europäische Dimension; Europäische Erziehung; Europäische Identität; Diskurs; Griechenland
Abstract	One of the major parameters in this paper is the transformation of Greece, over the last decade, from a migrant sender country into a host country. Indeed, migrant arrivals have come about largely against the backdrop of recent uncontrolled population movement following the collapse of the communist system in 1989, as well as that of the new world order and economic globalisation. The presence of approximately one million foreigners accounts for 10% of the population and has brought about a significant change in the country's demographic makeup. Furthermore, the fact that almost 11% of the pupils in primary education come from 46 countries has forced Greek governments to take specific steps in education policy, which, as the article will show, fall within the general term of 'intercultural education'. These steps were taken, for the most part, in the 1990s, thus adding a third intercultural dimension to national and European counterparts. With the above data in hand, there will be an attempt to analyse and discuss the European and intercultural dimension comparatively, working on two levels: the political-institutional (educational policy) and the theoretical pedagogical discourse). In particular, the major steps taken thus far by Greek governments regarding the European and intercultural dimension in education will be presented and commented on by comparison. Thereafter an outline will be offered of the theoretical discourse on the above two dimensions, as it has unfolded over the last two decades in Greece. Finally, an attempt will be made to arrive at some interim conclusions as to developments thus far and prospects for the two dimensions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/2