Volume 9 | Issue 1 | 2021


This article focuses on the need for operation and transformation of the school in an intercultural direction. It describes indicative characteristics of a school that could function as an intercultural learning and collaboration community by developing a culture of acceptance and a learning environment that promotes concepts such as acceptance and diversity, but also as an integrated, administrative organization that can provide all the necessary didactic support to students who need it.
In this school, it is necessary to form a curriculum, in which the intercultural education's principles and values will be disseminated with positive effects to: a. the operation of the school as a community of learning and integration of all students based on their special needs, b. the classroom, c. the students and d. the teachers, in terms of their attitudes and perceptions, the teaching techniques they use and the development of their professionalism. It is also described the necessity of designing and implementing intercultural programs, which incorporate principles of the intercultural dimension in Education. The principles of the intercultural approach are pointed out in the current Curricula (Interdisciplinary Unified Framework of Study Programs) and the current Curriculum of the Reception Classes (TY) and the Refugee Education Reception Structures (DYEP). Finally, it is emphasized the role of the teacher in the management and utilization of the Intercultural Study Programs.

Full text: pdfCurricula in a school that operates as an intercultural learning community: The role of the teacher 710 KB