Διαπολιτισμική εκπαίδευση και κοινωνική ένταξη των παιδιών-προσφύγων: Αντιλήψεις εκπαιδευτικών

Abstract

This paper attempts to explore teachers’ views and perceptions about the intercultural education and social inclusion of refugee children in the Greek school. A quantitative research was conducted with a questionnaire consisting of closed and open-ended questions. The methodological tool, based on the international and Greek literature, was distributed to a sample of 120 teachers who work in primary and secondary schools with refugee children in the prefecture of Achaia (Southwest Greece) in the academic year 2016-2017. According to the results, it appears that teachers believe that the social inclusion of refugee children in the educational process has been partially achieved. More specifically, teachers argue that the main components in the education system (teachers, native students and parents) consider that refugee children in the Greek school are not sufficiently acceptable. It also appears that refugee children have made friendships with native students and are playing together but take less active part in school events. Moreover, teachers emphasize the need to strengthen the knowledge of native students about multiculturalism and dispose of any negative emotions through the development of intercultural skills. The results of this research and the growing number of refugee children in the Greek school today highlight the need to investigate further the refugee issue so that the educational system understands and responds more efficiently to every child’s needs.