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Author(s):  
Nektaria Sakkoula

Intercultural education in Greece has recently been brought to the foreground, due to the worldwide migrant/refugee crisis. However, the COVID-19 pandemic outburst in 2020 forced distance education and, hence, technology utilization upon all stakeholders. In this regard, by adopting a qualitative approach and by exploring educational leaders’ representations, this paper aims to investigate whether intercultural and distance education principles can be combined in order for students with a different cultural background to continue attending their lessons, as most native students do. The findings of this study demonstrate that intercultural principles are hard or in some cases impossible to be applied in distance learning and consequently, refugee/migrant students end up falling behind or being entirely excluded from the educational process.


2022 ◽  
pp. 256-282
Author(s):  
Angelos Sofianidis ◽  
Nayia Stylianidou ◽  
Maria Meletiou-Mavrotheris ◽  
Marios Vryonides ◽  
Xenofon Chalatsis ◽  
...  

The Erasmus+/KA3 project Augmented Assessment “Assessing newly arrived migrants' knowledge in Science and Math using augmented teaching material” aims to address the gap that exists in assessing newly arrived migrant students' prior knowledge in the fields of science and mathematics caused by the linguistic obstacle between them and the teachers. To address this gap, the project will develop the Augmented Assessment Library as well as a teachers' training course focusing on inclusive assessment and augmented reality. The chapter outlines the theoretical orientations of the project (augmented assessment bridges) and discusses the elements that comprise them focusing on the connections among inclusive pedagogy, visual representations in science and math education, multimodality, and augmented reality. It also describes the pedagogical framework underpinning the design of the Augmented Assessment Training Course as well as the main innovation of the project which is the Augmented Assessment Library and its pedagogical value for assessment.


2022 ◽  
pp. 195-214
Author(s):  
Argyro Rentzi

2020 is the year marked by the global pandemic of coronavirus (COVID-19), which affected humanity to a great extent, creating unfavorable social, health, and economic conditions. As in the world, so in Greece the school is affected by this new social situation, resulting in schools having been closed for long periods of time and the lessons for all their students done remotely through a special electronic platform. Principals are called upon to manage a crisis situation, creating smooth e-learning conditions for all the students, including the children who belong to ethnic minorities. This study aims to demonstrate that school leaders can play a significant role in the co-education of the refugee and migrant students through distance learning. At the same time, the author also offers proposals regarding the implementation of relevant actions in this direction.


2022 ◽  
pp. 90-112
Author(s):  
Panagiota Sotiropoulou ◽  
Eva Polymenakou

Greece's demography has changed rapidly over the last 30 years. Migrants now form a sizable population but are still persistently excluded from mainstream conceptualizations and representations of the national ‘we'. Moreover, although multicultural classrooms have also become the norm, migrant students still face significant educational inequities. This chapter argues that a major stepping stone towards changing this adverse reality can come from the initial teacher training provided to future educators in Greece. Drawing upon teacher trainees' narratives, this chapter critically reflects upon the multicultural initial teacher training currently offered in Greece in an attempt to highlight how multicultural experiential learning contributes to the preparation of more multiculturally competent future educators. Illustrating good practice examples and areas in need of improvement in the training currently offered, this chapter also provides transferable guidelines for the creation of effective multicultural teacher training, based on equity and social justice principles.


2021 ◽  
Author(s):  
Eric A Hanushek ◽  
Lavinia Kinne ◽  
Philipp Lergetporer ◽  
Ludger Woessmann

Abstract Patience and risk-taking – two preference components that steer intertemporal decision-making – are fundamental to human capital investment decisions. To understand how they contribute to international skill differences, we combine PISA tests with the Global Preference Survey. We find that opposing effects of patience (positive) and risk-taking (negative) together account for two-thirds of the cross-country variation in student skills. In an identification strategy addressing unobserved residence-country features, we find similar results when assigning migrant students their country-of-origin preferences in models with residence-country fixed effects. Associations of national preferences with family and school inputs suggest that both may act as channels.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Louise Chircop

Purpose This paper aims to explore the attitudes of Maltese educators towards migrant students and how these attitudes impinge on their practices. Design/methodology/approach A qualitative approach, informed by critical theory, was taken to conduct this study. Nineteen middle and secondary school educators were recruited through snowball sampling. In-depth semi-structured interviews were conducted to collect the data. Critical discourse analysis was used to analyze the data. Findings The presence of migrant students in schools has caught the Maltese education system unprepared. As yet there are no policies to guide educators on practices that would enhance migrant students’ sense of belonging. This paper shows how many of the educators engaged in exclusionary practices and argued that migrant students had to fit in within the present education system. While the language barrier was the greatest bone of contention, the presence of non-Catholic students was also seen as problematic. However, one could also observe accommodating practices and there were educators who embraced this diversity and implemented inclusive practices whenever possible. Originality/value This study, locally new in its field, highlights the need for adequate training both in terms of pedagogies and methodologies that are inclusive, as well as professional development that targets the intellectual growth of educators in terms of exposure to sociological and philosophical theories, to become more conscious of the political implications of their actions and hopefully strive to create a more equitable educational experience for their students.


2021 ◽  
pp. 147490412110549
Author(s):  
Jin Hui Li ◽  
Nanna Ramsing Enemark

This article explores how the development of mother-tongue instruction (MTI) policies in the Danish welfare state have created varying notions of difference and sameness in the schooling of migrant students and how they experience these notions locally in practice. Based on an analysis of MTI’s policy history and oral history interviews with former migrant students, we analyse MTI policy development within the Danish welfare state as a primary case and discusses whether these developments seem to be unique to the Danish welfare state by considering (West) Germany, the Netherlands and Sweden as a comparative perspective. Noting the paradoxes and dynamics of the welfare-state policy of ‘school for all under one roof’ at the intersections between the policy and practice level, we posit that migrant students are regulated as a homogeneous group that is expected to be ‘the same’ but is simultaneously considered to be ‘different’ from other, majority students. The findings thus reveal the paradox of welfare-state education policies and practice: while macro scale policy for migrant education aims to emphasise difference through MTI, the social consequences at the micro level show the opposite; namely, that MTI produces feelings of sameness and belonging among migrant students.


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