TY - JOUR
T1 - Listening to the winds of change
T2 - School leaders realizing intercultural education in Greek-Cypriot schools?
AU - Hajisoteriou, Christina
PY - 2012/9/1
Y1 - 2012/9/1
N2 - This article explores the values, goals and operational strategies that guided the development of intercultural school policies in eight Greek-Cypriot primary schools, which differed in terms of the diversity of the student population. Interviews were carried out with the school-inspectors and head-teachers of the participant schools. Where appropriate, the findings were triangulated with data collected by means of teacher interviews. Interviewees argued that they aimed at immigrant students inclusion by creating collaborative school cultures, mobilizing the community and supporting their teaching personnel. Nonetheless, their underlying assumptions were bounded by primitive values and goals favouring assimilation. Such assumptions informed group-blind approaches that were fostered in their schools. Conclusively, the development and implementation intercultural school strategies were merely rhetoric reflecting socially desirable roles that were remote from actual school practice.
AB - This article explores the values, goals and operational strategies that guided the development of intercultural school policies in eight Greek-Cypriot primary schools, which differed in terms of the diversity of the student population. Interviews were carried out with the school-inspectors and head-teachers of the participant schools. Where appropriate, the findings were triangulated with data collected by means of teacher interviews. Interviewees argued that they aimed at immigrant students inclusion by creating collaborative school cultures, mobilizing the community and supporting their teaching personnel. Nonetheless, their underlying assumptions were bounded by primitive values and goals favouring assimilation. Such assumptions informed group-blind approaches that were fostered in their schools. Conclusively, the development and implementation intercultural school strategies were merely rhetoric reflecting socially desirable roles that were remote from actual school practice.
UR - http://www.scopus.com/inward/record.url?scp=84864234256&partnerID=8YFLogxK
U2 - 10.1080/13603124.2011.605473
DO - 10.1080/13603124.2011.605473
M3 - Article
AN - SCOPUS:84864234256
SN - 1360-3124
VL - 15
SP - 311
EP - 329
JO - International Journal of Leadership in Education
JF - International Journal of Leadership in Education
IS - 3
ER -