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Comparative approach of educational policy of Greece to intercultural education with other European countries

Alexandros J. Mokias


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    <dct:title>Comparative approach of educational policy of Greece to intercultural education with other European countries</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2019</dct:issued>
    <dcat:keyword>education policy</dcat:keyword>
    <dcat:keyword>education</dcat:keyword>
    <dcat:keyword>intercultural education</dcat:keyword>
    <dcat:keyword>multiculturalism</dcat:keyword>
    <dcat:keyword>inclusive education</dcat:keyword>
    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2019-04-19</dct:issued>
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    <dct:description>&lt;p&gt;&lt;em&gt;Today, due to the cultural diversity of societies, the development of an educational policy that will meet the needs of all students is at the forefront. Intercultural theory is based on equality, justice, recognition of diversity and social cohesion. The existence of immigrants terminates the period of homogeneity. Acceptance of this new reality plays an important role in the education provided to society (Govaris, 2001). Intercultural Education is the response of the educational system in Greece to the changes that take place within the socio-cultural context. Multiculturalism is an enriching factor for society and the educational system and forms the preconditions for a mutual interaction between different cultural traditions. In most European countries, Intercultural Education is the subject of Inclusive Education, and teaching in informal learning environments, outside the traditional classroom, is considered part of inclusive philosophy, where diversity is projected as a learning source (Booth &amp;amp; Ainscow, 2002).&lt;/em&gt;&lt;/p&gt;</dct:description>
    <dct:description>SUBMITTED: DECEMBER 2018, REVISION SUBMITTED: FEBRUARY 2019, ACCEPTED: MARCH 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 19 APRIL 2019</dct:description>
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