Intercultural Education: Theory and Practice

Introduction

The general aim of the training Course “Intercultural Education: Theory and Practice” is to train, raise the awareness of and prepare teachers and education executives, as well as professionals who come into contact with migrant/refugee pupils, to address the social, cultural and ethnic diversity of pupils in Greek schools and in society more generally. Especially today, as Greece faces the refugee issue, the intercultural preparedness of teachers is a necessity. In addition, the Course provides specialised knowledge in Intercultural Education, so that the trainees who attend it are able to assess the needs of pupils from different cultural backgrounds using appropriate tools and to design intervention programmes.

The main aim of the Course is to empower teachers to develop intercultural competence, “openness” to difference, appropriate teaching skills, conflict-resolution skills, knowledge of teaching Greek as a second language, the ability to enrich curricula and to differentiate their teaching. In addition, the Course equips trainees with the necessary material, highlights “good practices” and guides them towards dealing with situations in practice, case by case and topic by topic. In particular, it helps teachers to understand and address discrimination, prejudice and racist behaviour, and provides guidance on addressing the psychosocial and learning difficulties of migrant/refugee children in the classroom,

Teachers who attend the Course will be able to receive credit points for, or make use of, the Training Certificate as an additional qualification in the following cases:

As candidates for educational management posts (e.g. head teachers of school units), in accordance with Law 4473/2017 (Government Gazette 78, Issue A, 30/5/2017).
Transfer to Experimental Schools of Intercultural Education, in accordance with Law 4415/2016, Government Gazette (FEK) 159, Issue A/06.09.2016, Article 23, which states that, by joint decision of the Ministers of Education, Research and Religious Affairs and of Finance, the necessary staff positions and specialisations by branch are established for the operation of public Experimental Schools of Intercultural Education.
As candidates for the post of Refugee Education Coordinator (REC), in accordance with Ministry of Education Circular No. 148440/GD5/7-9-2017, Chapter D, concerning the qualifications of RECs.
Appointment of substitute teachers to Reception Classes in Educational Priority Zones (T.Y. ZEP), Tutorial Classes in Educational Priority Zones (F.T. ZEP) and Reception and Education Structures for Refugees (D.Y.E.P.), in the event that separate supplementary lists are created (as was done for Special Education structures, Law 4415/2016, Government Gazette (FEK) 159, Issue A/06.09.2016, Article 48, which states: “aa) They hold a certificate of attendance of annual training–specialisation seminars in Special Education and Training (EAE) from Universities or from recognised state bodies supervised by the Ministry of Education, Research and Religious Affairs, of a proven duration of at least four hundred (400) hours…”)

Scientific Director

Grigorios Chondrokoukis,

Professor, Department of Industrial Management and Technology, University of Piraeus

Target Audience

The training course is intended for:

Permanent and non-permanent teachers in Pre-school, Primary and Secondary Education (kindergarten teachers, primary school teachers, teachers of Greek language and literature, mathematics, physics, chemistry, physical education, computer science, etc.).
Permanent teachers of Experimental Intercultural Schools and Special Education Schools.
Teachers at Second Chance Schools.
Undergraduate and postgraduate students.
Those working in Reception Centres for Asylum Seekers and Unaccompanied Minors.
Graduates in the humanities, Fine Arts, Drama Education, etc.,
Special education teachers.
Graduates of Technological Educational Institutes (TEI) and Vocational Training Institutes (IEK) (social workers, nursery nurses, speech therapists, physiotherapists, nurses, special pre-school educators, etc.).
Anyone interested in training on issues of managing and integrating people from different cultural backgrounds.

Admission Requirements

Participants must have:

Basic computer skills
Internet access
A personal email account

Delivery Method

Training is delivered exclusively by distance learning, using a dedicated e-learning platform. It is asynchronous distance learning with notes, which makes it particularly easy for working people to take part. This type of training is a flexible form of professional development, as there are no time or place restrictions. It is based on the principles of open education and meets the needs of personalised learning. In addition to the notes (pdf file), which have been prepared in line with the principles of distance learning, the training includes recorded webinar presentations of 5 to 10 minutes, multiple-choice tests, optional essay-type assignments, as well as additional material (ppt presentations, articles, guidelines) that the Course instructor shares with trainees during the course of the lessons.

Type of Certificate

Trainees who successfully complete the Course are awarded a Training Certificate by KEDIVIM of the University of Piraeus, together with a Supplementary Annex. If successful completion of the Course is not possible owing to discontinuation of studies or failure in the examinations, the trainee is awarded a Certificate of Attendance by KEDIVIM of the University.

See a sample of the certificate awarded here

Units

Introduction to Intercultural Education – basic principles/models, teaching principles
Legislative Framework of Intercultural Education: International, Greek and European experience
The school as an Intercultural Community of learning and cooperation
The Intercultural approach to Curricula
Bilingualism and the Bilingual Child
The role of the School in managing diversity
The school as a key agent in combating racism, prejudice, xenophobia and sexism.
Education and Inclusion of Roma children.
Multiculturalism & Human Rights
Preparation of an assignment – Case Study

Learning Outcomes

Upon successful completion of the Course, participants are intended to:

1In terms of knowledge:

To know the main characteristics of the multiculturalism and diversity of Greek society and schools
To learn about the basic principles, values and approaches (models) of intercultural education, and to describe them and their historical development
To understand the necessity of intercultural education and intercultural communication and their role in the peaceful coexistence of pupils, in socialisation and in interactions in the classroom
To understand interculturality as the interaction of individuals, groups and communities
To perceive interculturality as the interaction of individuals and groups, and their ability to build common projects, take on shared responsibilities and create common identities
To learn about compensatory education institutions and the institutional framework of intercultural education in Greece (1980–2018)
To learn about the structures for receiving refugees in education, as well as the curricula, educational material and integration policies of the Ministry of Education.
To become acquainted with models of administration and leadership (transformational – distributed) in schools and their role in transforming schools into intercultural ones
To understand the causes and effects of migration/displacement and the consequences for people and host countries
To understand the extent of the language difficulties of migrant/refugee pupils and the importance of supporting them at school over the long term
To understand the importance of bilingualism and bilingual education, the distinction between communicative language skills and academic language proficiency, and the significance of this distinction for educational practice
To realise the importance of the mother tongue in shaping children's identity and in developing their self-esteem, so as to avoid mistakes that may have negative consequences
To recognise and become aware of the role of racism, prejudice and stereotypes, and to describe those characteristics that hinder intercultural communication and interaction
To understand the role of prejudice, stereotypes and racism as processes and mechanisms that produce and reproduce school failure, social exclusion and the marginalisation of migrant/refugee pupils
To learn about the characteristics of an intercultural curriculum and to understand its intercultural dimensions
To become acquainted with the Curricula applied in school units, particularly in the Refugee Reception and Education Structures (DYEP)
To understand the role of the “Hidden” Curriculum, its functioning by teachers as “parallel” to the official Curriculum, and the positive or negative effects it may have on the socialisation of pupils
For teachers to learn, through examples and within the framework of pedagogical autonomy, ways of positively enriching the official Curriculum, giving all pupils the opportunity to get to know, respect and accept the “other”
To use teaching techniques that promote human rights and the principles of intercultural education, contributing to the transformation of classrooms into intercultural cells of communication, cooperation and reciprocity
To learn about the process of intercultural enrichment of the Curriculum through child-centred forms of work, such as the cooperative group method and projects, which help to strengthen positive interpersonal relationships and to practise social skills such as cooperation, solidarity and fair competition.

2In terms of skills:

To explain and critically present the models of intercultural education and educational policies
To distinguish, explain, analyse and discuss issues of intercultural education, correctly using its basic concepts, principles and objectives
To apply the principles and objectives of intercultural education, embedding them in their everyday teaching
To be able to choose the customs, religions, works of art, everyday practices and formal procedures of different cultures and to have the flexibility to see different values as they are within the context of another culture
To develop educational material that promotes collaborative learning, critical understanding, team spirit, conflict resolution and a multi-perspective approach to sensitive issues
To acquire the ability to approach selected parts of the Curriculum in a cross-thematic and interdisciplinary way and to enrich the content of all subjects interculturally. This gives pupils the opportunity to apply skills, develop competences and determine their own needs (based on their experiences).
To develop, within the framework of an intercultural enrichment of the Curriculum, child-centred forms of work, such as the cooperative group method and projects, which help to strengthen positive interpersonal relationships and to practise social skills such as cooperation, solidarity and fair competition.
To be able to choose appropriate teaching techniques that support coexistence, respect identity and promote the mother tongue of migrant/refugee pupils
To develop activities and programmes that promote bilingualism and bilingual education
To describe and apply the current institutional framework for intercultural education and the institutions of compensatory education, and to use intercultural material fluently for teaching Greek as a second language
To distinguish, explain, analyse and discuss racism, prejudice and stereotypes, and to develop anti-racist and anti-xenophobic attitudes in the classroom, the school and society
To promote and implement models of democratic and collective leadership in schools that are anti-racist and anti-stereotypical in orientation, and to organise actions and interventions at the level of the school, the local community and society at large
To create and promote an atmosphere of trust and shared responsibility among teachers, between teachers and pupils, and between schools and communities – involvement of parents from minority backgrounds in school activities and collective decision-making
To accept, respect and also deal dynamically in pedagogical practice with the diverse realities and perspectives, diverse interests, and diverse social and cultural experiences of their pupils, as bases and sources of learning
To identify in the prevailing educational discourse those elements that conflict with their pupils’ cultural backgrounds and that offend, exclude or marginalise them, and to propose modifications, deletions, replacements and enrichment of the Curriculum material
To acquire competences and skills in order to implement a Curriculum that enables pupils to acquire the Knowledge and Competences they need to take part in democratic social and political change
To recognise the barriers raised by language itself and by the linguistic and pedagogical codes that they and the school use, and to adapt them according to the circumstances of their pupils.

3In terms of competences:

To know the main characteristics of the multiculturalism and diversity of Greek society and schools
To learn about the basic principles, values and approaches (models) of intercultural education, and to describe them and their historical development
To understand the necessity of intercultural education and intercultural communication and their role in the peaceful coexistence of pupils, in socialisation and in interactions in the classroom
To understand interculturality as the interaction of individuals, groups and communities
To perceive interculturality as the interaction of individuals and groups, and their ability to build common projects, take on shared responsibilities and create common identities
To learn about compensatory education institutions and the institutional framework of intercultural education in Greece (1980–2018)
To learn about the structures for receiving refugees in education, as well as the curricula, educational material and integration policies of the Ministry of Education.
To become acquainted with models of administration and leadership (transformational – distributed) in schools and their role in transforming schools into intercultural ones
To understand the causes and effects of migration/displacement and the consequences for people and host countries
To understand the extent of the language difficulties of migrant/refugee pupils and the importance of supporting them at school over the long term
To understand the importance of bilingualism and bilingual education, the distinction between communicative language skills and academic language proficiency, and the significance of this distinction for educational practice
To realise the importance of the mother tongue in shaping children's identity and in developing their self-esteem, so as to avoid mistakes that may have negative consequences
To recognise and become aware of the role of racism, prejudice and stereotypes, and to describe those characteristics that hinder intercultural communication and interaction
To understand the role of prejudice, stereotypes and racism as processes and mechanisms that produce and reproduce school failure, social exclusion and the marginalisation of migrant/refugee pupils
To learn about the characteristics of an intercultural curriculum and to understand its intercultural dimensions
To become acquainted with the Curricula applied in school units, particularly in the Refugee Reception and Education Structures (DYEP)
To understand the role of the “Hidden” Curriculum, its functioning by teachers as “parallel” to the official Curriculum, and the positive or negative effects it may have on the socialisation of pupils
For teachers to learn, through examples and within the framework of pedagogical autonomy, ways of positively enriching the official Curriculum, giving all pupils the opportunity to get to know, respect and accept the “other”
To use teaching techniques that promote human rights and the principles of intercultural education, contributing to the transformation of classrooms into intercultural cells of communication, cooperation and reciprocity
To learn about the process of intercultural enrichment of the Curriculum through child-centred forms of work, such as the cooperative group method and projects, which help to strengthen positive interpersonal relationships and to practise social skills such as cooperation, solidarity and fair competition.

Assessment

Learning outcomes are assessed through self-assessment tests for each Teaching Unit and through the submission of an individual assignment at the end of the Course.

Discount Policy

The following discount categories apply:

GROUP A (-25%): Single payment
GROUP B (-35%): Unemployed persons
GROUP C (-40%):Teachers - Trainers at Vocational Training Institutes (IEK) and Second Chance Schools (SCS), Administrative & Academic Staff of Universities, Simultaneous Registration of a First-Degree Relative
GROUP D (-50%): Graduates of the University of Piraeus and participants who have attended another KEDIVIM Course of the University of Piraeus in the last 18 months

Please note that:

Discounts are not cumulative.
Each trainee may benefit from only one discount category.
Participants entitled to a discount must submit the supporting documents that will be requested.

Course Fee after discount

Discount	GROUP A	GROUP B	GROUP C	GROUP D
Course Fee	289€	250€	231€	193€

Payment of Fees

Fees are paid in a lump sum or in 4 instalments, with a down payment of €100. Failure to pay any instalment results in the automatic exclusion of the candidate from the remainder of the Course, the examinations and the award of the Certificate.

385,00 €

Duration:	9 Months / 500 Hours
ECTS:	20
Field of Study:	Education Sciences
Language:	Greek
Scientific Director:	Grigorios Chondrokoukis

Educational Material

Electronic Notes

ENROL

Intercultural Education: Theory and Practice

Educational Material

(+30) 210 414 2481, 2106, 2025

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