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Identifier

000455164

Title

Το Α.Π.Σ. και ο ρόλος του εκπαιδευτικού στις σύγχρονες πολυπολιτισμικές τάξεις : συμπερίληψη των μαθητών μέσω ανάδειξης των πολλαπλών και πολιτισμικών ταυτοτήτων τους

Alternative Title

The greek national school curriculum and the role of the teacher in contemporary multicultural classrooms : inclusion students through highlighting their multiple and cultural identities

Author

Μαράκη, Άννα

Thesis advisor

Κατσαρού Ελένη

Reviewer

Ιατρίδης Τηλέμαχος
Κοσμά Υβόν

Abstract

This dissertation aims to investigate the role of philology teachers in the various multicultural classes of the Middle and High Schools in Rethymno area. More specifically, it analyzes the way in which the teacher perceives the cultural diversity expressed by his/ her students in the classroom and the relationship he/ she has with it. The cultural inhomogeneity of the student population in Greek schools is evident, but the teachers do not take advantage of it. The main purpose of the study is whether philology teachers utilize the multiple and cultural identities of their students as part of their cultural diversity, in order to implement inclusive education in the classroom. Differentiated teaching according to international and greek literature, as an educational practice, contributes to the inclusion of all students regardless of gender, ethnic origin, disability, school performance or sexuality. In other words, a differentiated inclusive teaching is created which embraces all students from different cultural and social backgrounds and helps them to raise their "voices" and identities in the classroom and more broadly in school life. From the qualitative research that took place during the 2021-2022 school year, 6 interviews were conducted with philology teachers who teach in different secondary schools in the Rethymnon area. The findings of the study revealed eight themes that illustrate the relationship that philology teachers have with the multiple and cultural identities of their students and whether they utilize them during their non-differentiated or differentiated educational practice. Especially the last finding is related with the teacher's discriminatory attitudes towards special migrating groups. Surprisingly, it appears that teacher’s personal theory and perceptions does affect significantly her educational attitude and course, but also her students in the classroom.

Language

Greek

Subject

Cultural diversity

Cultural identities

Differentiated teaching

Inclusive education

Διαφοροποιημένη διδασκαλία

Πολιτισμικές ταυτότητες

Πολιτισμική ποικιλομορφία

Συμπεριληπτική εκπαίδευση

Issue date