Perpectives and Realities of Multicultural Education in Greece :
The role of the Greek Youth
Αbstract
As a part of a six countries research programme on future multicultural educators training, we analysed by semi constructed interviews and structured questionnaires, the moral and cognitive empowerment of 100 Greek students of whom the 20 had participated in a four month intense communication with their foreign homologues via internet on topics of multicultural education. The analysis of data of this communication focused on five directions : Class organisation, assessment, conflict resolution, curriculum and communication. In a society of cultural plurality when integration is the demanded issue in the place of assimilation, moral and emotional empowerment was revealed to be the most intensive need besides cognitive empowerment in order to attain the students'attitudinal engagerment with cultural diversity and plurality. Instead of conflicts of interest that were a long ethical tradition in Western European countries, the state of affairs in Greece turned to reveal a conflict of values prooving that traditional ethics are no longer sufficient in a pluralistic socierty. A new
"value know-how" emerged out of our questionnaire and interviews to the 20 students
trained and engaged to the programme in the oposite of the rest 80 anonymous students who
participated as the sample group.Our 20 students discovered new international values
during their training overpassing traditional fears, xenophobia and racism stereotypes.
Further research on the national policy concerning multicultural education in Greece
revealed the double role played by the state on this crucial educational topic. In conclusion
Greek Youth is ready to accept the new multicultural reality not under violent terms of
financial globalisation but rather under "soft" cultural terms of educational and cultural
cosmopolitanism that was a historical ethical tradition in the ancient times and in the Balcans.
since 1000 A.D.
General presentation of the ECT Programme
Immigration as a Challenge for Settlement Policies and Education: Evaluation Studies for Cross-Cultural Teacher Training (E.C.T.)
The emphasis of this international two-year research project is on the evaluation of higher education institutions currently training teachers of immigrant and/or ethnic minority group pupils in Finland, France, Germany, Greece, Israel, and the United Kingdom. These teacher training institutions will be evaluated domain-specifically in relation to the results of respective national settlement policy analyses.
For the period of 1998-2000 the project has received 750,000 ECU (4,500,000 FIM) from the
European Union (the TSER programme).
The central research question is:
Is cross-cultural teacher training successful in its attempts to provide students with the cognitive, attitudinal and operative competence that they need in order to be able to support the cultural and socio-economic integration of immigrants and/or settled ethnic minority groups?
To examine the settlement policies and outcomes of higher education institutions, each partner will study one institution that is representative of cross-cultural teacher training in the partner's own country and conduct a total of four methodologically identical empirical studies. These studies will make use of both quantitative and qualitative methods.
The results of this project are expected to contribute the development of teacher training so that it will be more responsive to external, social and economic challenges, especially to those caused by international migration. Even today, teacher training often fails to generate an adequate understanding of the ways in which the socio-political context plays an essential role in the awareness and attitude formation of educators. In this study, the effects of the socio-political context will be taken into consideration. The project will provide policy-makers and educators with a more comprehensive and valid understanding than is currently available of factors that determine the effectiveness of cross-cultural teacher training.
As a result of this project, we will publish a guidelines document to be used by policy-makers and educators. The basic aim of the project is to promote cohesion among teacher education institutes throughout Europe and to contribute to the preparation of immigrants and refugees for life in an increasingly economically competitive Europe, and to increase the inner cohesion of Europe by ensuring that immigrants meet local inhabitants so that they will not be regarded as "alien."
In addition to these aims, the project also has practical implications. It will promote international communication and develop multimedia educational material for the needs of cross-cultural teaching. This sub-project, "Our Europe," will be realized via telematic networks, and will carry with it implications for the enhancement of both cross-national contacts and multicultural awareness.
The partners of the project:
1. University of Joensuu, Finland
Department of Social Policy and Philosophy (Coordinator)
Person in charge: Dr Pirkko Pitkanen, Docent
(education, philosophy).
The associated partners of the University of Joensuu:
1.1. University of Jyvaskyla, Finland
Person in charge: Dr Kaija Matinheikki-Kokko, Researcher (psychology).
1.2. University of Oulu, Finland
Person in charge: Dr Rauni Rasanen, Associate Professor (education).
2. University of Manchester, the United Kingdom
Centre for Ethnic Studies in Education
Person in charge: Professor Gajendra K. Verma (education, psychology).
3. University of Paris VIII, France
Institute Maghreb-Europe
Person in charge: Professor A‹ssa Kadri (sociology, education)
4. University of Koblenz-Landau, Germany
Centre of Educational Research
Person in charge: Professor Reinhold S. Jager (education, psychology)
5. Pedagogical Institute of Athens, Greece
Person in charge: Professor Nikos Gousgounis (sociology).
6. University of Haifa, Israel
Person in charge: Professor Devorah Kalekin-Fishman (sociology, education).
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OPEN EUROPE SUBPROGRAMME
THE GREEK GROUP
1.The cooperation between tutor and students in Greece was planned under the central principle that students have an innated difficulty for the acquirement of a new knowledge but through time they can learn not only what tutor obliges but also :
a/ They could construct new knowledge never predicted in advance.
b / They could give initiatives and causes for further problematics and discussion leading finally to the construction of a new knowledge for the tutor too.
This retroactive or dialectic communication had been my motto and at the end of the oe/students programme the results of the evaluation will prove the extend of its success.
2.More analytically the aims of the OE/students programme are the following :
a/ To enable the twenty selected students to know the institutional and practical aspects of the Greek educational system relatively to topics concerning migrants and " returning" Greek students. These specific problems are related to xenophobia and social exclusion and are reported more and more often by the international educational literature in Europe. In practice these problems are enfronted everyday in the ordinary classroom and the institutional and legislative efforts of the state are never enough. Sensibilisation of tutors seems to be the only solution. Therefore, efforts have been oriented to this derection.
b/ To permit students to " crystallise" their views in the most clear way on the topics above, by expressing their opinions orally in the interviews and written in the questionnaire and the on-line discussions.
c/ To enable students to know each other in a better way in order to cooperate in the final study separated in five distinct groups.
d/ To create an atmosphere of respect and trust towards the " other's" opinions. By the these means we judge that students will be facilitated to express possible sentiments of superiority or inferiority that are latent in everybody but thoroughfully hidden behind our everyday social masks. To express these sentiments is considered as a first step for the comprehension of these same sentiments and this can be realised through the comments of the others. The final aim is the self-evaluation that is the last phase of the OE programme.
e/ To permit students to imagine their own possible behaviour in analogue cases and more specifically in relation with their group's topic.
f/ To learn how to communicate on-line with foreign students all working on the same general issue in a common language such as English.
g/ To learn how to understand mentalities of foreign people of their age and approximately same intertests and studies. Also, to learn how to synchronise their rhythms with the rhythms of the others.
h/ To know how to collaborate in small groups of four for a common aim.
i/ To learn how to " demistify " the others ( students, tutors ) and the " Other"
( European programme, National legislation and relative institutions, internet, multicultural education). When the " Other" is less unknown, it stops to be other and becomes more familiar.
3. The aims described as above have been selected also on ther basis of a second axis : according to which students have to feel that their views are respected as they are and that they have not to " adapt " them in the hypothetical ideal spirit of the multicultural education. These views are freely presented orally and written and are also transmitted through the Net to other receivers without any suspicion of censorship( and auto-censorship too) provided that insults and personal attacks have to be avoided. Practice proved that this scheme was operative in the most satisfactory way. It is rather early to evaluate the whole of the messages exchanged during this period of 100 days since November first and their impact on students' consciousness but that will be the final task of evaluation.
4/ A third axis of approach is that of the " definition through the otherness" . That means that personal attitudes as well as national identity or even personal identity questions, start from the others as points of reference because it has been proved that it is generally easier to speak and critisize others than ourselves. Under this point of view we discussed : a/ relations between USA and EU ( environmental policy, globalisation issues) b/ the other five countries national policies as regarding to the multicultural education and migration related to social exclusion of foreign workers.
5/ Last but not least axis is that which could enable a better approach and knowledge of the self via the communication desire with others. We consider the communication desire as a " vehicle" leading to the final goal of self understanding because for introvertive personalities the fear or the egoistic arrognance of distanciation from the "otherness" can lead to the adoption of xemophobic or superiority attitudes that are not reputated as the best for the self knowledge on question and the consequent self-evaluation. By these means it is expected that students in the OE programme will realise that some of their opinions are not really theirs but products of prejudices and stereotypes as propagated through social norms and mainly through the media. Also, it is expected that the views of the others will be respected in a satisfactory degree for their originality and afterwards as objects of good-will critique and comments. Stereotypes are usually the most easy to follow because they never demand evaluation or research of origins taking things as granted. After the French proverb " Critique is easy but Praxis is difficult " we consider the practical application of all these " self-discoveries" as the supreme aim and success of the programme and this practical application cannot be other than the views expressed on-line and in the second round of interviews.
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Lectures were organised on the following topics :
1/ Presentation of the topic Open Europe by Nikos Gousgounis
2/ Presentation of the European site
3/Discussion on the theoretical aspects and the historical origins of the multicultural education in Europe supported by international literature.
4/Presentation of the five distinct topics dividing the group into five research teams.
5/ Reading of recent Press on minorities rights and immigrant workers rights.mainly in Greece with comparative aspects of European analogues.
6/Analysis of Greek educational Policy related to multicultural issues.
7/ Analysis of recent visits of multicultural schools. Discussion on cases.
8/ Critical comments on the rhythm, style and content of the exchanged messages
9/ Explanation of some items of the questionnaires.
10/ Discussion on recent trends of xenophobia,racism and social exclusion in the Greek society focusing on the ambivalent role of the media with special reference to a recent
film and also two reportages shown on Greek television.
11/ Preparation of the five research teams for the final studies as final outcomes of
the whole OE/programme.
12/ General critique and guidance towards self-evaluation
==============INTERVIEWS============================
8 boys and 12 girls have been interviewed during the first month of the OE/ programme
( November). All interviews were taken personally, took almost half an hour and were recorded and transcribed. Their origins are from Athens (15 ) and from country (3 ) but the origins of their parents are mainly except of the cases of two foreign students of Athens pre-elementary faculty of Education. These two persons ,one from the North ( Finland) and one from the East ( Iran) assure a pluralism of views.Also one person was born in Greece from mother of Hungarian origin. By these means three out of the twenty students ( 15%) had had a foreign langue as maternal. Also, their distribution related to the type of their studies is : 14 students attending theoretical studies ( 70%) and the rest 6 (30%) positive ( chemistry and physico-mathematics). Also, 14 of the students attend pedagogical faculties leading to the secondary education and 6 to the elementary or pre-elementary.
1. ATTITUDES TOWARDS CULTURAL DIVERSITY
In the interviews student-teachers were asked to think about what "Hellenism " might
mean today. The categories of this question are multiple the first starting from the
geographical locus and proceeding to various cultural trends often comparable with the analogue European ones. The locus of Greece was defined as refering :
a/ to the East
b/to the West
c/ to the international level.
More precisely 1 respondent considers Greece as a strictly western land,1 as a strictly oriental, 3 as oriental and western in the same time , 3 as "something between East and West " ,4 as oriental that tends to become western, 3 as a southern country, 1 as a meditterenean and 2 as nothing of all above. The two foreign students from Finland and Iran were not asked this question for obvious reasons. The preliminary conclusions are that the strategic historical and geopolitcal site of Greece operates to the students' conscience as a crossroads between East and West with some reference also to the south mediterranean level. In more detailed questions seeking to define the characterestics of orientalism ,all give interesting elements such as slow rhythms of life(5), lack of stress (1), lack of time consequence (1), lack of organisation (1) particular way of entertainment (5) particular human relations (4), family structure tending to the traditional patriarchical model ( 6) and particular religious sentiments
( Orthodoxy)( 2) special food (3) .Some of the students gave more than one excuses for the supposed eastern orientation of Greece.
Refering to the term West or Europe, students mean the developed countries of the
northwestern Europe. It seems that all students consider that Greeks are influenced by the western way of life,. 5 consider that Greece will get benefits from the EU.,3 believe the opposite , 1 that there is no difference between the Greek and the foreign lifestyle, and one student had the original view that the western lifestyle is a " counter loan" from the classical Hellenic Antiquity. All students agree that Greeks are xenomaniacs and especially 6 focus this xenomania on entertainment, 3 on English language knowledge, 7 on consuming goods and 4 on dressing..Furthermore 3 consider Greek tradition related to popular customs as vivid , 5 to music,3 to entertainment, 3 to work rhythms, 8 to the family, 4 to religion, 2 to the human values, 6 to values and 1 to the language. Concerning tourism ,4 students mention its impact on Greek culture. One is positive but three express negative opinions. But 7 students are sure that tourism is beneficial in financial terms. Regarding the international position of Greece only 3 express hopes that the country will be beneficiated from the globalisation effect, 6 are sure that there exist a planetarche ( in a negative sense) 3 are more optimist that this is a media myth, 1 claims that ONU is impotent in its role, 5 believe that unfortunately there is not a coalition of forces to enfront a global superpower such as USA , 5 claim that USA will never succeed into imposing its cultural model on a global scale but 2 are afraid that small countries such as Greece will not succeed into preserving its cultural tradition in the era of a possible globalisation. On the specific item of Olympic games of the year 2004 to be held in Athens 10 believe that the country will be beneficiated and 5 believe the opposite.
Relatively to how Greeks see themselves comparatively to other nations on the crucial topic of the meaning of ethnicity : 8 claim that Greeks are proud of being Greeks , 1 is afraid not to loose their national identity, 1 is sure that "there is not existing such a thing as national identiity", 5 claim Greeks not racists , 3 as less racists than other nations, 1 that Greeks are less sauvinist than others and 1 that Hellenism is synonym to Ecoumenism. On the question concerning their opinion on the Greeks abroad and their role to the Greek culture and development, 5 are sure that Greeks of diaspora belong to the Greek nation even if they loose their language after many generations ,1 believe that Greeks succeed for various reasons abroad more than in Greece, 2 that children of the Greek diaspora are very clever and successful students and 1 that these children forget their roots rather easily. On the specific question of how Greeks see themselves in comparison to the Orient , 1 believes that Greeks are too much oriental and therefore they have not the right to feel a superiority complex against the Orient, one said that Greeks and Turks have survived so many centuries together but "some others" are creating artificial conflicts between the two neighbor nations , one said that recently Greeks are less oriental as they used to be a generation ago and one student originate of Rhodes said that the small Turkish community of Rhodes is cohabitating with the Greek majority with no problems.
The scenery changes in the question relative to the returning Greeks ( Pontians) from former Soviet Union. They are estimated as coming from " no man's land " because they were forgotten for three generations and soviet authorities never mentioned their existence until the collapse of the soviet state. Therefore the opinions are ambivalent because for one theorising that these Pontians are welcome in Greece another express the opposite opinion. But most of the students conclude that the public opinion in Greece on these newcomers is mainly influenced by the fact that they are poor and homeless therefore they are not considered as "healthy parts of Greek society".
As regards how Greeks consider themselves relatively to the West, 1 said that Greeks
feel as salvators of the West because they stopped the Asiatic barbarism many times,
1 claimed that western culture is a prolongation of the ancient Greek miracle transmitted through Rennaisance, 1 noticed that when a nation expect to " become" European, that means that it is not yet , 3 mention a inferiority complex of Greeks visavis the Europeans, 1 considered Greek even as "cultural slaves" and servile to whatever sounds foreign ( western) , 1 accuses Greeks of speaking and writing English advertisements in latin alphabet even in their homeland to feel modernised and finally 1 student believes that Greeks will start their course to the progress because of the need to be competitive to the already progressed West.
Comparing the actual situation in Greece with foreign mentalities, 1 believes that Greeks have more problems with immigrant workers than other western states, 1 that Greeks are less consuming , another that are less organised and therefore more free and another that family traditions are stronger.
Regarding the national stereotypes to the foreigners , 3 consider Europeans as more respectful towards the citizens , 3 said that Europeans consider themselves as superior to Greeks , 1 that Germans have an inferiority complex , 1 that English and French are sauvinists, 1 that English and German feel first European than English or Germans, 1 that the Northern Europeans are " cold " ,1 noticed that many among tourists are marginal people coming to an open country such as Greece to express their material insticts and 1 that in the EU Greeks are searched as ....highly qualified scientists.
About the specific views relative to Albanians who consist the main immigrant population in Greece , almost all the students do not consider them as belonging to the West even if geographically Albania is situated to the west relatively to Greece. That proves that the notion WEST is rather a cultural and socio-economical concept and is not strictly related to its geographical locus.. 8 students consider that racism and 6 xenophobia have increased recently in Greece due exactly to the massive illegal entrance of Albanians since 1990. and the reasons pronounced are mostly related to the criminality of this specific ethnic group ( because other ethnic groups with strong presence in Greece such as Pakistani or Philipino, Africans or Poles never created any criminality at all in the last decade). 1 student blaimed the Greek state as encouraging the illegal immigration, 1 that the problem will be resolved if the state ameliorates the resources of immigrants by legalising them , 3 noticed that by indirect ways Albanians are taking labour places from the Greeks due to lower wages, 2 insisted that Greeks use as employers Albanians giving them lower wages with no insurance stamps and an important number of 7 students declared that the whole problem was created and exaggerated by the media. At least 6 declared by various means that Albanians are in the last analysis victims of their goverment, of false expectations and also that the poorer part of population have to migrate to Greece because this is their only way and they are rejected from Europe. This is the reason that they very seldom desire to integrate to Greek reality and their only goal is to earn fast money and leave. In general the views are ψontradictory but the explanations on Albanian criminality are rational.
Finally, opinions regarding how Greeks enfront national minorities are unclear because most of the students are not aware on the existence of these minorities with the exception of the Turkish minority in Thrace ( they ignored that a considerable number of this minority group of 140.000 persons have migrated to the islands or to Athens). Usually national minorities are considered as points of reference for defining their own ethnic identity. Only two students claimed that they know about national minorities and this knowledge came from the media, 1 had personal experience because he lived in Thrace and he considered cohabitation as harmonious, 2 reported that Greek state is not doing its best for giving better conditions of life to the minoritarian population and one student felt uncofortable because the Turkish minority could become a national danger in the near future because of its geographical approximity to the Greek-Turkish borders. The real fact is that for reasons of national ideology the case of national minorities is never reported in the school books.
2. EDUCATIONAL TOPICS AND MULTICULTURALISM IN EDUCATION
About the term Multicultural Education (ME) its meaning was known only to the few students (3) who chose the relative lesson among the items taught in the pedagogical and pre-elementary school faculties of the University of Athens.. The rest of the 17 students had not any chance to select this lesson with the exception of three more undergraduates of pre--elementary education (2) and pedagogics(1) who could choose it in the next years of their studies. As pupils, these students had attended schools that had not minoritarian or immigrant pupils. Consequently they had not experience or knowledge to discuss items such as the role of the tutor of ME or how the language and the culture of the immigrants could be taught. For this reason the aim of students in this programme was not the aquirement of qualifications relative to the problem since most of them ignored its very existence , but their information for topics of education related to the general racist phenomena that increased in the Greek society as described mainly by the media. Also, a second important aim was to communicate with foreign students interested on the analogue topics and to exchange opinions and to understand better their motives as a reflexion of their cultures.
Relatively to the education of the "returning" from Greek diaspora , of national monorities, as well as the immigrant students , Greek state established the higly obscure law 2413/1996 that enables to the state and to private persons to establish schools on the basis of educational, social and cultural particularities of their students. These special schools will not be dependent to the Pedagogical Institute a tool of general implementation of national educational policy, but to the specialised EDUCATIONAL INSTITUTE OF HOMOGENES (Greeks abroad) AND M.E. This specialised Institute will be also rensposible for the education of Greek communities abroad giving an end in reality to the Greek language schools ( i.e.in Germany) while encouraging the opening of mixted schools abroad and in Greece under the scope to avoid the " ghetto-ism".
Consequently, it was judged that the notion of M.E. had to be asked in the second round of interviews to the students because it is estimated that they learned during the four months of the OE programme all the elements required to evaluate its necessity.We propose that this crucial topic can be investigated by two indirect questions that do not concern formally M.E. but rather essentially :
1/ What qualities are required by a future citizen of the OE
2/ What are the qualities of a common tutor.
If the ordinary or the average (common) tutor is precised as a non racist element in the everyday educational process, then this same tutor has all the required qualifications to teach in a multicultural audience where some of the students have special problems of understanding or behaving. If the citizen of the EU is sensibilised towards the idea of living in a multicultural society of equal duties and rights for all, then this citizen has all the qualifications required to be a non racist element. In the idealised image of everybody asked, both roles are desribed as such but reality is not always the same.
Since the experiences of the twenty students-teachers of our OE programme were not enough to evaluate the attitudes of Greek student audiences visavis various groups of foreigners or " returners" ( due to the low number of foreign students attending Greek universities ) their opinions were rather imaginative and theoretical. They supposed that racism in the class can be attributed to the " difference" of the low profile students who cannot be competitive to the average student and for this reason are socially excluded and marginalised. However, all hopes are turned to the tutor who has all the possibilities to explain to equalise and to resolve problems of understanding as well as conflicts because of verbal or even physical insults.
By considering the future citizen of OE as the par-excellence moral individual who will overpass all racial and cultural discrimanation, one is identified with this ideal and this fact consists the optimal aspect of our problem..
Two more questions were put in the first round related to the cultural identity as connected with the educational process and to the role of the technological information to the formation of a good communication and the increase of educational skills. Here the idealisations are also evident since 12 students respond that with the proper educational programs , foreign influences could be counterbalanced with the Greek traditional ways in order to avoid the loss of Greek identity. However, nobody mentioned that cultural elements borrowed by the foreigners ( migrants or minoritarian) could help to enrich this national identity. As to the second question students are optimist on the positive aspects of modern technology and only one was sceptical about the negative aspects of social isolation and alienation by the
intense use of internet and personal computer. However, 5 students underlined that information could be transformed to creative knowledge only if personal interests pre exist. Communication is fruitful only if two individuals share mutual interests and are sensibilised towards the same direction. This last fact was partly proved through the OE programme exchange of messages among the 120 students of the six participant countries..
Finally, as it is revealed by the preliminary findings, lack of knowledge is a rather good prerequisite for " phobia of the stranger " ( xenophobia in Greek) extended easily to racist feelings mostly against the suspected "others" that are considered more guilty when poor and uneducated. In the century of technological expertise and rational thought, oral popular culture is not considered as a real expression of culture and orality of expression is often confused with illetracy and low educational profile. Therefore, the concept of ME must not be overused as the " golden pill" leading to the magical solution of integration of different cultures, because praxis reveals many important resistances due mainly to the differences in the socio-economical level.Future will show if humanity will be less iscriminative and more tolerant to the right of the "other" to be "different" and proud of this very "difference". It is not by chance that rich societies of the West that invented a particular way of development in the history of hunan kind and that exorcised all annoying differences as exotic and pittoresque folklore for touristical use, are the very same societies that invented the term of integration of these same differences in the name of progress.
Second report of the OE Greek group
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In our previous report as read in the third meeting in February 2000, there were pointed 9 targets and 2 possible consequences as regardind the 20 selected students of the Greek team with its tutor. In the present report written after the termination of the OE subprogramme, it will be investigated through the responses of the students after their second semi-conducted interviews if these targets and consequences have been realised. Also the whole action will be evaluated.
1/ The first target was relative to the knowledge of the actual Greek educational system concerning multicultural topics in theory and praxis. The relative question put to the students during the second interview was : " Under what perspectives have you taken the decision to participate to the present programme and to what extend your aims have been fulfilled ? " This question could be put possibly in the first choice but the aftermath is that it was well put in the second interview because the twenty students stated that when starting participation to the OE programme they did not have any idea about what multicultural education might mean, if it could be applied practically in Greece or in any other country and how this could be realised. They ignored the exact meaning of the contested terms " racism " and " xenophobia in education". They ignored the recent changement of the composition of the Greek school classes after the dramatic evasion of foreign workers and their families in the last 5 years. Finally after the realisation of the programme , they stated of learning more on these topics.
All of them judged the OE subprogramme positively. They stated that it offered to them information if not profound knowledge, since knowledge is a result of long term
personal efforts. However, these information were necessary. ( for example the philosophy hidden behind all the educational reforms since 1975 in Greece and the relative analytical programmes as applied in the schools).
2/ By these means , the central point on which all twenty students focused their attention was the crystallisation of their views relatively to the vast topic of education and more specifically the new needs that have been created since the massive entrance of foreign students -a completely impossible phenomenon to consider some ten years ago when the same students were still pupils of elementary education themselves- !. Also the need to educate new educators in the field of multicultural education and to enfront correctly the new data . All these topics are so evident and however so obscure as characteristically put by a student in his second interview:" how I could not think about all that before ? ". The point is that even if the views of the others are rejected by the subject , the very knowledge of these views is important and useful because it enables the subject to reconsider his/her initial personal ideas and to adopt some parts of the new ideas as communicated and circulated through the subprogramme. The students estimated that the right of selection of a new idea among the many ideas circulated was a great moral support and a pedagogical chance that they did not had in their regular universitarian courses. The so called ethnographic technique of " participatory observation" was applied in practice since many visits to multicultural schools and observations of practical problems in situ permitted to the students to feel as observers of a system that operates in many cases by itself with no direct correspondence to official state legislations and circulars. Their selections were personal but orientated to general ideas as circulated through the correspondence with the other participant students of other countries. Emotional drives were also important since rational choices were not always the best paths to " comprehend " various manifestations of multicultural topics in the classroom.
3/ The grouping of the 20 students to 5 teams was made by them spontaneously under the criterium of common interests as developed during their first visits to the school classrooms and during the lectures. After Christmas vacations , students decided with whom to communicate and exchange more specific topics as related to the five items of the subprogramme. The final target was the preparation of the collective works. The differences among them cannot be attributed to age, race or to education level criteria since all of them are 19-25 years old of Greek nationality( except two foreign girls one Finnish and one Iranian who entered in the same group and collaborated harmonically with two other boys ) and students from 1th to 4th year. Consequently their only differences were cultural due to their families backrounds and cultural mentalities. The political criterium of classification progressist/conservative is of no use in ourdays and cannot be taken as serious. However, some differences in mentalities visavis phenomena such as racism and immigration could be interpreted as political. The benefit of this collective effort as already mentioned above in the (2) is that all of the students communicated with no prejudices (a negative phenomenon frequently observed among elder persons) to crystalise their new views even through difference. In conclusion, the degree of trust that these students manifestated among themselves was above the expected
The degree of mutual influences hence was a indisputable fact and can be attributed to the general openess of views and relative lack of stereotype conceptions that young people usually have.Finally their collective works were written by them in English (in four of the five groups) with not the slightest trace of my intervention as a tutor.
4/ The fourth task was to facilitate the 20 students to express freeely their views as well as possible sentiments of superiority/inferiority or of fear /shyness towards the human factors met in the programme. The first step was to make clear to all participants that in this task they should be free to express whatever opinion with not any fear to be censored. Even banalised, crypto-racist and prejudicial views were accepted in the first steps to help them to " break the ice". Once this was accomplished, they felt more free to communicate. There were of course cases that some of them communicated much less than the average and sent fewer messages in the OE site. The reasons could be the personnal shyness and the idea that their studies
( mainly it happened to two chemists and two physicists) were not relative to the topics under discussion. To the relative questions adressed to them during the final interviews concerning their evaluation of their stereotypes and fears, the central point was that these initial fears as cultivated by mass media about the " criminal foreigner" were diminuated mainly due to the vivid experience of visiting and communicating with foreign pupils in the classroom. The idea that these young individuals face problems out of their responsability ( mainly language difficulties) helped students to evaluate their efforts and comprehend their reactions during courses. The stereotype of the criminal foreigner approaching the old stereotype of the scapegoat was decreased due to the indisputable fact that these people who bring their families in immigration cannot but be modest family oriented persons who wish rather to integrate to the host society than to commit illegal acts. The extreme case of this "change of views" was a girl who had the opinion that foreign pupils could not be accepted in the same classes as Greeks because she considered that they could create inhibitions and loss of time for the learning of Greeks. At the end of the programme however she recognised during the second interview that the same Greek students were rather facilitated themselves than inhibited by the use of new multicultural methods (in fact a variant of the Dekroly method).
In conclusion,racism as a social phenomenon with all its stereotypes, has many aspects and side effects such as the so called " social aspect" and in the last analysis the engagement with it is to study all the parameters of the "difference". Possible attributions of aggressivity to foreign pupils proved themselves as myths since the frequency of this aggressivity is rather lower for foreign pupils in the classroom than the average. Emotionally , most of the 20 students sympathised the immigrant pupils and most of them identified themselves with them, in other words they put to themselves the very simple question of " what should they have done themselves in their place ". This type of identification is a positive step towards the comprehension of the problems of the "other" and enables its subject to procceed to the next rational step of the participatory observation because it "clarifies the sentiments" ( especially it organises positive sentiments) and increases the self confidence that their next step will be an ethical act.
5/ Concerning the possible role that the 20 students could play themselves as tutors in a multicltural classroom, their answers to the relative question " how do you imagine your possible qualities to enfront the multicultural audience ? " were various. These answers were connected with the cases ( hypothetical or real )that they had reported. Special importance has been attributed to the respect of the cultural particularities of the immigrant pupils as well as the difficult task of inhibition of their isolation and marginalisation due to their linguistical difficulties ( communication cases). Concerning the lessons based on texts, the opinions were that the ideal tutor has to propagate an international culture and values system. For example agricultural or industrial activities in Greece as presented in the relative textbooks could be combined with analogue experiences in the countries of immigrants. This could be realised orally or in the homeworks of pupils. ( curriculum cases). A proposal concerning both possible communication , curriculum as well as also organisation is the quest of permiting /enabling/ facilitaning the foreign pupils to express their personal ideas and sentiments by their ways ( in and out of classroom). Athletic manifestations and artistical ceremonies ( theatrical , musical , pictorial) as well as educational visits, help pupils of different cultural backgrounds to cooperate and to overpass linguistical problems. This embroadens the initial role of the school as a typical learning machine based in a classroom. By these means even marginalised pupils cooperate and participate to common goals. ( organisation cases). In hypothetical cases of conflict , the students declared .that more than his/her possible intervention the tutor has rather to act as a preventive factor to avoid such troubles that disturb school function. This can be realised by the means of all the cases mentioned above. Finally as about the assessment cases , the most of the students estimated that the tutor has to be more lenient towards foreign pupils and to evaluate rather their effort than their final results. However, the final aim is to permit to the disadvanged pupil to correspond to all offered chances and to fill his/her gaps in order to integrate in the host society. ( under the consideration that the school class represents a microcosme of the broader society). Also , the goal is to permit to the foreigner to follow gradually all the educational demands in order to be evaluated in the secondary education
( lycaeum) under the same criteria as the other pupils.
Finally, all students "discovered" how difficult the task of a multicultural tutor might be and "denunciated" the slow rhythms by which the state organises the undergraduate studies of the related faculties. For example in the philosophical faculties of six universities of Greece
( compiling classics , history , modern literature, linguistics, archaeology, psychology, pedagogics and philosophy) there is not even one course on multicultural topics !!. Also , all of them with the exception of the department of pedagogics as well all the departments of the physico-mathematical faculties have not any relative course but moreover they don't provide obligatory attendances to common school classes, as they did 10 years ago !!! Only in the pre-elementary and elementary teachers faculties there exists such an ( optional) lesson. Two students who attend the third year of elementary education faculty declared that they started to consider post graduate studies on the topic of multicultural education as influenced by the OE programme but since such a post graduate specialisation does not still exists in Greece they face the possibility to go to England or France.
6/ Concerning the students impressions about their use of modern electronic technology of informatics and communication through internet ( computer mediated communication or CMC ) , some of them had already a relative facility in this task having computers at home and speaking in on-line chatrooms , but the most of them simply " discovered" this means of communication and evaluated it as positive because otherwise not any exchange and feedback of views could be possible. A girl had personal doubts that she maintened to the end about the benefits of such an " impersonal" communication with virtual remoted interlocutors. Her hesitations are not meaningless since phenomena of social isolation and alienation have been reported mainly in the US about psychic disturbances and related syndromes to persons using intensely internet.However, this was not the case in the OE/ programme.
7/ The so much expected synchronization with the other 5 participant countries students proved to be finally a much more difficult task as initially planned. The reasons of this relative failure are multiple. One can claim practical reasons due to technological problems or lack of accurate knowledge of informatics. I personally formated the view that internet is a mirror of its users and all sentiments,. ideas and passions of ordinary people cannot but pass through the new medium resulting to what the interlocutors really are. However, some of the Greek students did not underestimate the efforts that the foreign students made to communicate even if the rhythms of this communication could not be synchrone. One Greek student estimated that students of the other countries wanted from the very beginning to know the views of the Greek students and this in spite of their advanced theoretical background. By reading all their messages , he concluded that they face analogous problems in the classroom as in Greece and this fact raised his self-esteem and optimism that Greeks can do more to the direction of problem solving. Also, he concluded that communication and exchange of views is very important, if not the only means of resolving problems.
Conclusion : If a participant student gets feedback in his/her views or questions from other foreign students, the most probable is that this fact will raise his/her self confidence into proceeding to the painful task of multicultural education. There were of course many students declaring during their second interview that they never got answers or comments to their questions and they attributed this fact to the particular character of the topics under question
( racism and xenophobia) that are too much delicate for open discussion among people who never saw or knew each other. This certainly does not help to the extermination of stereotypes but is a natural consequence of postmodern mistrust and individualistic mentality as facilitated by current mass culture and consumer capitalism. Also, Greek students did not write messages during the lectures and for this reason their messages could not be " paquets" of thematic units. I could briefly characterize this sort of messages as independent.
8/ As mentioned already (3) Greek students had a satisfactory collaboration during lectures, visits to schools and grouping in five teams aiming to collective presentations of works. This fact reveals the factor of individualism as mentioned above (7).The role of questionnaires prepared by the senior researcher and myself special for every one of the five groups was constructive to the internal cohesion of each group. Also, I established very frequent meetings with the members of each group separately, aiming to help them towards their common aim.
9/ The last task was the most difficult but the general feeling was that it finished successfully. It was about the demystification of the " Other" whoever this might be( foreign immigrant pupil, tutor, foreign student of the participant to the programme countries). Also, as " Other" in its extended sense we can consider the state with its various legislations and relative institutions. Finally the new way of virtual communication supported by computers is a big " other " by the sense of a still unknown and unexplored system with possible negative and positive effects on human relations and psychology. If the temporal dimension of the OE programme was more extended , the results would be different and the views more integrated.
Greek students considered foreign universities and programmes of studies as more adequate for research and teaching on multicultural topics, but this fact could not explain why there still exist negative stereotypes concerning racism and xenophobia for these countries. So, the demystification was made by the sense that the " more civilised Europeans " face also serious problems in their countries due to the evasion of immigrants even if they are socially , politically and scientifically more equiped to enfront these problems. By these means the term " preparation" of students to teach to multicultural audiences takes a dramatic meaning because not a scientific supremacy can teach how to behave in a multicultural society. In other words social and cultural mentalities are products of long traditions and historical events leading to stereotypes and the role of the scientific research is to identify them but to change them is rather difficult. Furthermore, the social changes concerning the movements of different populations to the most developed countries is a recent social phenomenon and educational systems are not so easy to adapt to the new social needs. The case of Israel with a constantly installed " different" population ( Palestinians) claiming for independence , is much more delicate and cannot be resolved by the same means, hence the perplexity ofGreekstudents towards this sociopolitical and cultural riddle.. But it has to be stated that communication with Israeli students was almost inexistant through the internet because students of this country were very rarely present in the OE site.
Teachers have been divided by students into two distinct categories : Those who have been educated even partially to the multicultural items and those who were simply "put" to teach mixted audiences with not any preparation at all..Both categories were characterised as positive concerning antiracist behaviour but the general feeling was that if the tutor cannot find out his/her own ways and solutions to everyday classroom problems not any progressive legislation or circular can help.The creation of motivation and interests to the foreign immigrant pupils is a task that had to be realised by tutors and not by the state. The proposals of the students are that the selective presentation of paralel cultural traits of the host and the hosted countries are the most adequate to help the approach between them. Last , there happened a demystification of the very idea of the multicultural education that seems to be a huge task in theory but practically can work only through the sincere will for communication with the "otherness" and the "different".
Practically speaking , the communication in a international programme such as the OE,proved that various difficulties are a rule and their overpassing is an achievement of good will and collective effort and collaboration. Sometimes one can be taught through failures better than through successes only if one can realise the reasons of this failure and reconsider his/her initial principals and ideas. Demystification of fixed ideas or stereotypes has the sense that only communication in coordination with learning can overcome eternal prejudices fixed in the so called collective conscience of entire ethnic populations.
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Furthermore than the 9 targets described above, two consequences can be remarqued in the overall activities of the Greek group. The first is if the students succeeded after their estimations to proceed into new knowledge formation not necessarily predicted in advance. To that question, most of the participated students evaluated their contribution to the OE programme as a positive one for them. The benefits were a constant effort of improvement of some skills that were inexisting in the beginning and a constant quest for the development of interests relative to the multiculturalism. It is characteristic that in the first month students did not mention the education problems much because they wanted first to clarify in their minds the issue of multiculturality as an anthropological issue and the various reasons of such a crossroads of human contacts.It is characteristical that the issue of filoxenia ( hospitality) was put by Greek students in the site during the first month in their effort to trace the parameters of cultural differences among the other participant countries. The " experiment" was sucessful by the means that the lack of feedback to this item, persuaded them that hospitality is not a cultural trait of the other countries. This has something to explain
to the xenophobic mentalities of these countries.
Freedom of expression and lack of any suspision of censorship was as mentioned before positive factors that motivated these efforts. Moreover, the constant notification of the needs and problems of the others created gradually to the students the feeling that multicultural education is not a particulat Greek problem but a rather international one. The knowledge of how to communicate with "others" supposed to have similar or analogous interests with you, make the individual more motivated to develop better his/her initial interests. The question of a girl student at the final act of presenting the collective works was characterestic ? " Did we succeed to solve the problem of racism and xenophobia in the schools ? " Of course the same student as well as the rest of the students concluded that this aim could not be possible even to imagine but all of them admitted that they traced this problem's true dimensions and they are now better equiped to face it in the near future. Maybe the final learning of this collective effort was that the students realised during its four months process that to learn by interest is by far much more important than to learn mechanically with no interest at all for the learned topic. For some of the students this realisation was made for the first time in their lives since they never had this stimulation during their school and university years !!
The initiatives taken by the students were constructive for the production of new problems and questions and laid myself to a reconsideration of many personal ideas and conceptions regarding multiculturality and relative education. The variety of ideas and impressions and the "thirst "for learning the " new reality" were characterestic. But the main question that was never answered by any body remains :"What the new reality is?"
One student declared/admitted characteristically that the programme "opened her mind " to all topics concerning the " others" not only the foreigners but generally the unknown persons.
I observed comparing the attitudes of all students that they were by the first view contradictory or ambivalent because the same persons combined issues or values considered by our culture as " progressive" and in the same time demonstrated conservative or traditional attitudes. The same persons did not show any evidence of understanding this phenomenal contradiction. Finally, I ended to the conclusion that every human personality includes in se both elements of "progress" and "conservatism" or under terms of physical sciences " dynamic " and "static". This is a phenomenal contradiction but in reality it represents the Nature and must be accepted as such. For centuries various ideologies, stereotypes, prejudices and fanatisms could not admit this fact and distinguished humans and human deeds to black and white or under ethical terms to " good" and "bad ". I realised that by the fruitful synthesis of the opposants is possible the communication among different humans otherwise all would be separated into two distinct categories of " whites" against " blacks".
The optimist consequence of all that is that by constant stimulation , one can get all stimuli necessary for the opposant elements of his/her inner self and use them according to his/her will and general culture and education. Since I found myself identifying with many students during various phases of the programme, I concluded too that maybe I am more ambivalent than I considered myself to be after many years of school and university monolithic and solid education. Finally I realised that the meaning of progress is the possibility that one has to select under personal criteria and values these elements of personality that could lead to a new view of the reality and the truth of social and natural phenomena. Under these considerations I theorise my experience in the OE programme as a positive one for my own personality's development.
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Concerning the control group of the 20 students who were interviewed by me answering almost the same questions as the other students, the responders can be evaluated as persons who were already quite sensibilised to the topic otherwise they would not take part in it. It is characteristical that the majority of this group considered that Greek modern lifestyle and culture is highly dependent to the consumtion model as propaged by massive advertisement and relative media and that this tension will be increased in the near future imitating the western analogous lifestyles because it represents social success and glamour. However, most of the intrviewed expressed the optimistic view that Greek particularities focusing on language and tradition will succeed into resisting from this massive wave and that Hellenism will survive as a cultural entity. Structure of family and oral communication as a part of oral tradition
are considered as the key points of this resistance. Most of these students knew nothing about the racism and xenophobia problems in the other countries except some stereotypes. Some of them who had attended special lessons of multicultural education in elementary and pre-elementary faculties, knew the recent developments of the Greek reality but for the most of them the dramatic change of the synthesis of the Greek school class was unknown and consequently they had not any idea about racism and xenophobia recent problems. Almost all of them responded to the question of possible proposal for the enfrontment of this problem that foreign pupils who are in Greek schools have to learn the soonest possible Greek language to assimilate with the Greeks and to be competitive in the school evaluation. Also, they remarqued that lessons of multicultural education are important in the faculties for helping future tutors to face the problem in praxis. Not any distinction between the terms of assimilation and integration was made. All consider that special school of reception for foreign pupils are not necessary because they could encourage the ghettoisation of these pupils. Even if they are put in ordinary schools , the role of tutors is crucial to demarginalise these pupils from their loneliness mainly attributed to the non knowledge of Greek language.They also considered that these pupils cannot have equal chances by definition with Greek pupils, so the tutors are obliged to increase the help towards them and to find many ways to motivate or encourage their efforts. To the crucial question concerning what they should do as hypothetical parents if their children reported that they had half of their schoolmates foreigners, their replies were various since the stereotype of the " dangerous foreigners" is still strong in current public opinion. Generally the 20 students of the control group are much less sure for their almost hypothetical responses than the 20 students of the OE programme.
Notes
SETTLEMENT POLICY IN GREECE AND EDUCATION OF IMMIGRANTS
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Introduction
In recent years the Greek government has been called upon to make arrangements for a growing number of students in the schools who are not natives of the country. In order to relate to the issue of educational policy toward immigrants, we will first examine current trends in immigration, note the distribution of minority populations, and describe conditions in the educational system. The purpose of our study is to demonstrate how the national ideology as carried officially by the state, has over time influenced various settlement policies related to immigrant minority populations and refugees as well as how this national ideology has approached the crucial theme of multicultural education.
Previous research on migration problems in Greece was carried out mainly by
demographers concerned among others with the "return-effect"of Greek immigrants from Europe and other countries( Petropoulos 1991,1992; Mantzouranis 1974; Nikolinakos 1973; Kazakos1994; Emke-Poulopoulou 1986; Drettakis 1996; Petrohilos 1985; Bobas 1989; Hasiotis1993).
The research related to the settlement policies of foreign migrant populations in Greece is not as extensive because this social movement appeared only during the last decade of our century.(Katsoridas 1994; Psimmenos 1995; Petrinioti 1993) . There is only one work on the foreign workers in the Greek labour market , sponsored by the Greek Institute of Labour ( Linardos-Rulmon 1993). There are also some studies on the juridical status of foreign migrants (Kourtovik 1994; Hlepas 1992 ) on the rights of foreign workers (Skorda 1993; Spinelli 1992; Karydis 1992, 1996a,1996b; Theodoropoulos & Sykiotou 1994). A special emphasis has been placed on studies of Greek refugees coming from the Balkans and the former Soviet Union where they lived for centuries. (Fotiadis 1995; Papadrianos 1993) and there is a study carried out by psychologists on the problems of adaptation of these populations sponsored by the GSHA ( Georgas & Papastylianou 1993).
So far, the literature on foreign immigrants, returning Greeks and Greek refugee students in regard to the related educational policies has been limited to case studies. The case of returning Greeks and their children's educational problems have been studied more widely (Gotovos & Markou 1984; Karavasilis 1994; Touloupis 1994). In addition, contemporary studies on current on-going Greek education abroad ( PEE 1995; IGC 1994; Massialas 1986; special editions of the Greek Ministry of National Education 1986; and the Greek Ministry of Foreign Affairs 1987; Damanakis 1987, 1994a, 1994b; Fthenakis1984). Last but not least, there is only one study of the education of minority Greek Moslems of Turkish origin in Thrace (Kanakidou 1994) and another on the education of Roma (GSPE ). The only attempt to review all previous efforts towards the direction of returning students as well as the foreign students (children of recent immigrant workers) is by Damanakis (1997).
From a survey of the literature, we conclude that the problem of returning Greek refugees who at best have only a partial command of the Greek language has been studied very little. The literature on the educational issues of foreign immigrants' children in Greece, is completely non-existent for the reasons explained above. Much has to be done in this area.
The Greek Settlement Policy
In discussing the settlement policy of Greece, I will first note the general principles. Then I will talk about the etymology of the 'stranger' in Greek, and about the rights of residence allotted to immigrants, and their legal right.
The term 'integration', which has recently been applied to replace the older term of 'assimilation', aims at the gradual amalgamation of different cultural elements through co-existence in proximity. Under the general supposition that no distinctive ethnic group is superior to another, amalgamation of cultural trends or patterns takes on the meaning of the elimination of dominance and the triumph of equal opportunities for civil rights and access to resources.
The new term 'multiculturalism', in turn, has been introduced as a complement to the integrative process, embracing all the pluralistic attributes that are entailed. Some practical difficulties, however, arise. For example, it cannot be expected that different ethnic groups will find communalities among themselves from the first, even if there is a decision to respect "differences". The polyphony of cultural voices engendered by co-existence does not necessarily lead to a synthesis or to harmony, but may very well lead to cacophony.
The 'stranger' in Greek history
And so much did our city bequeath to the other peoples on matters of reason and speech that her disciples did in turn enlighten others, and the name of the Hellenes is now considered pertinent not to race but rather to spirit, to the point of calling Hellenes those partaking of our education rather than sharing our origin (Isocrates: Panegyricus).
By contrast with the hand extended to those who "partake of our education", there is a long tradition in Greece of treating nationals who do not speak Greek as barbarians. This aristocratic conception of Greek culture and its superiority to other cultures can be explained by the existence of a written language and by the intellectual production of eminent philosophers and writers. These were the basis for comparison with populations that lacked the benefit of written expression and were limited to an oral tradition. But the attribution of the national appellation 'Hellenes' to all persons who could speak sufficient Greek with no racial restrictions was in fact a sign of progressivism. This created a Greek version of new horizons of internationalism or cosmopolitanism in the Hellenistic era. Anyone who could write and speak Greek, was a potential Hellene and this qualitative attribution facilitated outstanding developments in Greek literature for at least twelve centuries even when Christianity flourished. There has been no parallel in the history of civilisation since then.
The 'stranger' as such, or xenos in Greek has no pejorative meaning. Since the Homeric era, the stranger has been looked upon first of all as an honourable person, somebody who is probably carrying a message from the gods, and therefore to be respected. The notion of 'philo-xenia' expresses a concern about how to provide the stranger with full access to the Greek City. The latent aim of this treatment is to help the 'xenos' to speak Greek. This mentality vis-a-vis the foreigners has been perpetuated for centuries through the oral tradition and popular culture of Greek rural populations. 'Philoxenia' has been transformed into a quasi-sacred ritual. By contrast, the word 'xenophobia' – derived from two Greek terms is not used in common parlance in Greece. Although the term 'phobia' has been used in the last three centuries in medicine and psychiatry this was not the case for 'xenos'. Only in the last several years has the term been used in the media and cited as a possible cause of racism. This term, which was used in European vocabularies many decades before it was imported into its presumably 'native' environment, has an artificial ring in Greek.
Immigrants' rights of residence
The so-called "green card" that gives foreigners the right to work legally in Greece has in many cases caused more trouble than an illegal status. This strange fact is due to the claim of the Greek official insurance system (IKA) that lists all holders of a work permit as ordinary workers with few differences between the immigrants and their Greek colleagues. This obliges all workers to file a tax declaration every March, and to declare their entire income in the foregoing year. Since all of them work as free-lancers in some liberal profession, they often cannot declare an income of more than the $4,000 per month (for which one is not taxed). Moreover, they cannot prove that they earn more than $3000 per month because very often employers do not pay the insurance for their employees. Employers find ways to pay wages without declaring that the money has been expended for salaries. Thus, for them, it is cheaper to employ foreigners than to employ Greek workers. This low income, however, limits the right of the foreigners to revalidate their green card for an additional year. Thus, workers become 'illegal' once more. If they remain in the country in the status of 'unemployed', they are required to leave (Spinelli et al 1992).
To acquire a green card that is valid for a year is difficult. One has to prove residence in Greece and to have had legal employment for at least 40 days; one must have a suitable number of insurance stamps. Since one may live and work illegally for many years but never have 40 stamps, there is a black market in stamps where the precious forty stamps may cost as much as $1500. For the next year the foreigner needs eighty more stamps to attest to a net income of $4,000. And a vicious cycle is set in train. Of the estimated more than one million foreigners working in Greece, 300,000 have applied for a green card so far, but authorities estimate that only 33,000 can fulfill the legal requirements for acquiring a card. Of this number, which represents three per cent of the foreign workers in Greece, only twenty-five per cent (8,000 individuals) have received their permits, while the remaining seventy-five per cent encounter difficulties with bureaucratic formalities. (Linardos 1993; Katsoridas 1994; Theodoropoulos 1994.)
Educational Approach of the Greek State
Educational systems are a mechanism for helping children overcome gaps in basic knowledge, and for imparting a shared system of cultural patterns to students of different origins. The state orientated educational systems found in most western societies, have been insensitive to the needs of local minority groups until very recently. People of the so-called "ethnic minorities" were ignored to all intents and purposes before the recent arrival and settlement of immigrants. In Greece, awareness was stimulated by relatively large-scale immigration that started in the early nineties. The seventh century B.C. phenomenon of Greek colonisers and settlers of remote lands has been reversed in our time. The progressive augmentation of the "new minorities" has marked the coming of a new era. Social diversity is an indisputable fact, and the challenge presented to educators is how to develop educational material in order to help the newcomers absorb the local cultural patterns while providing some new ways and means of living for the locals. Failure in meeting this challenge will lead to grave consequences in the future.
Still the Greek State has not seriously faced the challenges of cultural diversity. Various foreign ethnic groups keep migrating to Greece as to other developed European countries in search of better conditions of labour and better wages. An educational approach to cultural plurality must be governed by an acceptance of multiculturalism. This is not a transitional situation and the Greek State has to adopt a way of thinking that is suitable for a situation of permanent change. To date, there is no positive policy of multiculturalism (Damanakis 1993).
Among others, there are difficulties of terminology. The term multiculturalism is used mainly in English literature on education, to describe the cohabitation of various ethnic and cultural groups under the same socio-economic and political status. The term inter-culturalism is rather a "regulative" term used to describe "what has to be done" in order to raise the quality of such cohabitation. These terms are used extensively on education topics and are heavily charged with ideological meanings in both Greek and foreign relative literature (Auernheimer 1990; Messialas 1986; Smolicz 1987; Reich 1995). Terms such as intercultural education are used for the first time officially in the circular 1034/1995 of the Ministry of National Education. In this circular the inspectors of Primary Education are urged to propose particular educational material for all tutors interested in intercultural education.
We can see something of the ideological and practical problems that the Greek State faces in the contradictions embedded in the 1992 Law applied to the so-called "foreign schools" of all grades functioning in Greece. These schools (14 in number) register students who are foreigners (children of foreign residents in Greece and diplomats) as well as Greeks returning from abroad (pallinostountes) who had attended foreign schools for at least three years. The new law is a revision of legislation put in place in 1931. We notice that not many changes have taken place in the period of 61 years. These schools are now recognised as being on the same level as their foreign analogues. Still, they are not considered equivalent to Greek schools (Gotovos-Markou 1984, Karavasilis 1994, Touloupis 1994). This oversight has acute consequences. In the recent educational Reform in Greece, students are accepted into Universities after evaluation of their work in the last two years of secondary school. Students of an institution that is not recognised will never have the opportunity to enter a Greek University, while foreign students from schools accepted in their own countries can assert the equality of their Bacalaureates or GCE diplomas to a parallel Greek diploma. At the beginning of a new millennium, Greek educational authorities still do not consider foreign students residing in Greece or Greeks returning from abroad as permanent inhabitants of the country. For this reason, they do not 'deserve' access to higher education in Greece. In other words, a resident who has not attended lessons in the Greek language, and is not exposed to the Greek curriculum in school, does not have the right to benefit from a University education in Greece.
The so-called "schools for returners" have been established under the Presidential edicts, 435/1984 and 369/1985. These schools that started as schools for integrating pupils from English speaking countries in the seventies, have gradually been transformed
into schools for the reception of students from Germany and then from the Soviet Union. Most of the students coming from English speaking countries have been transferred to private schools by parental decision and the newcomers have tried to adapt to these
institutions with very poor results. Recently, a government committee charged
with the study of their functioning, proposed their gradual abolition (Damanakis 1997).
The problem of multicultural education is highlighted further in the difficulties of evaluating educational attainments, and assessing credits allotted to foreigners for their studies in institutions of higher education. Recognition of degrees, diplomas, and professional certificates is perceived as being immensely difficult. Some countries have bilateral agreements for these issues, but there is no hope of such agreements between host and "senders" if the latter are refugees, or if they are immigrants who come from states that do not belong to the European Union - the case of countries of Eastern Europe. In Greece, ninety per cent of the foreign immigrants originated from these countries as well as from developing states in Asia and Africa. The problem of providing their youth with a suitable education depends on two crucial points: the selection of competent educators (Greek or foreign) whose work would benefit the newcomers; and developing criteria for assessing degrees and certificates that are acceptable both to Greece and the "exporter countries". On the supposition that an significant number of these immigrants - even those who are refugees - will return to their countries of origin, the problem of receiving such recognition is crucial. Unless this is arranged, they will suffer a functional illiteracy. They will be forced to rely on oral popular cultures that may well be rich and important for basic communication among the newcomers; but are an insufficient resource to help them find more suitable work when they have adjusted to their circumstances.
Educational legislation for the recognised minorities (officially 1.5 per cent of the Greek population) is a long and complex story of national ideologies and nationalistic passions. The regulation of educational matters was established by state law and made public in the official Government Record in 1977. Since then the policy was elucidated by Law of Oct 6, 1995. This Law deals with the appointment of educational personnel for what are defined as "inaccessible minorities". All educators of primary and secondary education willing to teach in these schools earn fifty per cent above their usual salary and enjoy additional social benefits. The inducements given by the National Ministry of Education to educators willing to teach in this remote area were necessary because of the indifference of educational professionals to minority needs. In addition, an official Council of the Minority Education (CME) was set up. The council is coordinated by an official of the Ministry, and comprises a Professor from the Faculty of Pedagogy at the university and two specialists on the subject of minority education. The Minister of Education himself appoints the council members for a term of two years.(Kanakidou 1994.)
The CME is responsible for seeing to it that provision for minority education is adequate, and that pedagogical performance is appropriate. Educational personnel can be sanctioned for any actions that the council judges to be defective or dangerous to the national interests. Still, there are contradictions. Educators of Turkish-speaking children are, for example required to have a good knowledge of Turkish. Unfortunately, their knowledge is very rarely satisfactory, since there are very few opportunities for a Greek to learn Turkish in Greece. Furthermore, in practice, members of the Turkish-speaking minority are not encouraged to study their language and culture. The only types of courses in the Turkish language that are available are provided by the minority religious authorities; they are concerned with teaching Islam.
Principles and goals of the Greek education policy in relation to multicultural issues
There is a distinctive policy of the Greek State in regard to multicultural education. The crucial point that emerged since 1990 is the problem that foreign newcomers (see the Appendix 1), who originally seemed to have intended to stay in Greece temporarily, and now tend to come with their families. This has raised issues of how to provide the kind of education that increasing numbers of their children deserve. Studies have been funded to examine this recent phenomenon, but so far none of the findings have been applied to articulating a new policy. Even in the most recent law of 1996 (described above) the major part - 33 articles - relates to technical details about regulating the education of Greeks abroad, but only four articles deal with the problems of foreign immigrants in Greece! The legislation still deploys the ambiguous term, 'cross-cultural education', rather than the more comprehensive 'multicultural education.' This is a sign of the difficulties that confront Greek legislators in attempts to define a new policy on these matters.
Concerning the education of the children of Greek migrants abroad, the Greek state aims to establish a system of "equality of opportunity" wherever this is possible. This is important, for example, in Germany, where the Greek community is most powerful. The term, 'equality of opportunity' means that children of Greek citizens, must have a well-based fundamental knowledge of Greek customs and must attain competence in the Greek language. Moreover, the curricula and the subjects taught must be the same as those in Greece. However, this is not the case in the most remote communities even where the number of Greek migrants is large, as in Australia and in the USA. Attempts to impose regulations in these cases are not very successful. Greek teachers are unwilling to be sent abroad, mainly because of the different conditions of life. Moreover, very often the emigres have no intention of returning to the Greek homeland. The State of Greece, therefore, has changed its aims. The goal is to the preserve a familiarity with the Greek language in its written form for children of the second and third generations as long as possible. The realisation of a multicultural education (that is judged necessary in this case) is dependent on the host county's capacity to support and develop further multicultural educational programmes. In Australia, Greek teachers and scholars, representing the Greek community of 800,000, further this aim throughout primary, secondary, and tertiary education. (Kanarakis 1985.) But there is relatively little success in the USA, Canada, or South Africa, where large numbers of Greek immigrants are practically assimilated by the second generation. However, there are hopes for a revival of cultural pluralism in America (Massialas 1986; Pedagogical Society of Greece 1995). This hope is supported by the religious schools run by the local Orthodox Church; but traditional institutions such as Churches cannot overcome the practical demands of modern life in societies of material values such as the late capitalist societies at the end of the twentieth century.
The latest relevant Law of June 17, 1996 is called Greek Education abroad, Intercultural Education and other arrangements (see the Appendix 2). It includes nine chapters with 33 articles all related to Greek Education and only one chapter including four more articles related to Intercultural Education. It is obvious that for the Greek Ministry of Education emphasis is laid mainly on Greek Education for Greek migrants living and working abroad. This is a consequence of a long tradition of Greek emigration abroad and the existence of Diaspora all over the world, since the sixteenth century. Today, it is estimated that there are at least three million individuals in Greek-speaking communities abroad (representing three generations). In the USA and Canada (Bobas 1989) there are more than a million and a half individuals who use Greek as their mother tongue even down to the second generation after migration; in Australia there are 800,000 and in South Africa 100,000. There are even publishing houses devoted to Greek interests in the English language in Australia. Among them, the Hellenic Studies Forum has edited an interesting study (HSF 1993). Of major importance are the European countries, and especially Germany, where the most numerous wave of Greek workers migrated starting from the early sixties (Fthenakis 1984). Today with the second generation of migrant families, more than 350,000 Greeks are living and working in Germany. By contrast, older communities of the wider Greek Diaspora, such as Egypt, Romania, Turkey, Austria, and Italy have been declining and disappearing since the second half of the twentieth century.
At the same time, the policy targeting Greek Diaspora members of groups "returning home", is in practice a policy of accelerated cultural assimilation. This policy suits the demands of these groups returning home after many decades or even centuries of migration or exile.
An interesting case in point is that of the Russian Pontians. The educational achievements of Pontian students settled in Greece during the last decade is dramatically low.( Georgas 1993; Karavasilis 1994; Touloupis 1994). Speaking Russian in the family and placed in normal Greek elementary and secondary schools, they drop out of school and usually are left back to repeat the same class because they are absent a great deal. Children's school attendance has created special problems in mixed schools and school failure has been high. Efforts are being made to assign Pontian students to intercultural schools together with students of foreign origin. Of course Pontians are given Greek citizenship in a relatively short time to replace their Russian or Georgian citizenship, because of a Law that recognises their Greek nationality as eternal and irrevocable. In practice, the difference of this distinct group from foreign workers is that they desire to lose their distinctive characteristics as soon as possible. They aim to acquire the contemporary Greek cultural apparatus. Assimilation is the goal.
Summary and Conclusions
Greek legislators who formulate the national educational policy do not always share the same views as those of specialists, who consider Greek society a multicultural one since the early nineties
( Damanakis 1995; Markou 1995). Mono-linguistic and mono-cultural educational policy is still the dominant model in most of the cases concerning Greek returning populations as well as migrants of foreign origin. In sum, the aim of the Greek State is to confront and deal with increasing problems of foreigners living and working legally and illegally, who tend to bring their families and children once their financial condition is improved. It is true that most of the foreigners who immigrate are unmarried men, but the percentage of married men bringing their families is steadily growing.
The general inclination is to provide immigrants with an education that respects their social, religious, and cultural particularities in combination with an essential Greek language competence. The future will show if this effort will end in the wished for integration or if it will regress to the well-known schemes of assimilation and segregation. However, it is interesting to note that this effort has started in Greece not because of the foreigners who have increased in number since 1990, but mainly because of the large number of Greeks returning from extended periods of residence abroad. Most of them come back to Greece, having practically lost their competence in the language. This is the case of the Pontians whose situation is discussed above.
In sum, the Greek educational system has to turn from its "introvertive" orientation to a more "extravertive" one. The so-called "European dimension in education" insists on the availability of equal opportunities for all. However, it is true that this ideal aiming for the creation of a European citizen skilled with all necessary qualifications for the future European labour market of equal chances (for members) is not applicable to the vast majority of immigrants coming to Greece from 104 different countries of the World. The European dimension (supported financially and politically by the EU Institutions) aims at the maintenance of cultural and linguistic polymorphy through the projection of a "common cultural heritage" (articles 126 and 128 of the Maastricht Convention). On the other hand, the intercultural dimension based on an indisputable multicultural reality of the last decade, aims at the creation and adaptation of new models of co-existence through equal and liberal inter-influence of all cultures living and expressing themselves in a multiculural society.
Some European specialists (Hohmann 1989) consider the intercultural model as a "chance for Europe" and others (Reich 1995, et al.) note that this intercultural model cannot escape from its static role if it is not supported financially and politically. The future will tell how Europe will "grasp" the chance and if the EU legislators will follow the proposals of the educators specialised in this crucial topic..
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OPEN EUROPE
TOPIC 1:
I Self Portrait (students' self-definition)
Tasks and aims:
To deepen the knowledge of the students' background
I. The students introduce themselves
Writing practise: Introduce yourself as a a) private, b) public, c) collective etc. person (not more than 20 lines).
This practise is made through Harry. S. Triandis´ concepts of self from an article "The Self and Social Behaviour in Differing Cultural Contexts" (Psychological Review 1989, Vol. 96 No. 3 / American Psychological Association)
Output/ material to Internet:
- Introduction of students who will take part in the OE course (photo included)
II. Students´ cultural background
- to define one's own cultural background and cultural environment (Cultural features will be divided into the subtopics by help of tutors (i.e. religion / modern lifestyle/ traditions).
Topics for discussion:
· Definitions of the term 'culture'. Cultural definitions. Where do they come from? Critical examination of cultural definitions.
· Discussion about the concept of 'Open Europe'.
· My/our culture. What is typical of my/our culture?
· How does my cultural background affect my role as a teacher? What should I observe? What kind of obstacles could I meet in a culturally diverse classroom? How could I deal with them?
Output/ material to Internet:
A. Paparazzi in their work
1.Photo of the national group. Not all of them but the ones who will work on the same topic. Photo could be taken in a place which they like in their town. It could be taken of them (four people in the front of their favourite pub) and also by them; what do they see from the place where they stand.
2.Captions. The idea of the caption could be for instance 'waking up'. The students should make the photos and captions in a way that they would interest the students from other countries and actually 'force' them to contact the students in other participating countries. The students could also give links to different places. Sky is the limit!
B. Survival kit
Survival kit of 'How to survive in each country?' What should the others know about my country or my culture to be able to understand us?
This could create discussion. Material can be developed in many ways, depending on the skills, time and interest of the students. It can be based on the proverbs, photos, articles etc. etc. This is when we can trust to the creativity of the students. Someone could claim that this is how we create stereotypes. That may be true, but if something like that happens, we have a problem that we can deal with and maybe in that case more learning can take place.
C. Links to other websites of students´own culture
Practise for students to use Internet and different search methods (Altavista.com / Yahoo.com)
ADDITIONAL EXERCISE:
The deepen the knowledge of the background of one's name and surname:
Is there something interesting behind my name or surname? Where is it from? Is it Finnish (German etc.)? Can it be translated? Is it based on nature, religion or something else?
This would be done among the national group. Students should be able to use name books. The actual task could be done at home before the first session. That would leave more time for discussion.
'Theoretical' background could be based on cultural anthropology. What is the meaning of a name in different cultures? In this session the group could also familiarise with the cultural heritage of names among the minority groups in their countries.
Critical questions:
Is this interesting as far as the students are concerned?
Is it possible to provide enough name books? Are there name books in each country?
What is the culture anthropological approach? Who is able to get that material?
Time needed:
If the students make the first task at home, this could take minimum 2 hours (2 x 45 minutes), maximum 4 hours.
II Communication in a culturally diverse classroom
Tasks and aims:
1 Introduction – motivation
I would like to start with a Critical Incident by William Dant 1995. "A Critical Incident is a description of a situation that took place while you were overseas (or in a cross-cultural situation) which helped you better understand or experience the cross-cultural experience".
Students (1-4 in a national group) would discuss about their critical incidents.
What happened? Where? When? Why? How?
Who were involved?
What did you do? How did you react? Did you succeed or were you unsuccessful? What would you do differently?
Analyse: What did you learn?
Material to Internet
Students would choose one or two to be presented in the international group in their conference site. They could describe it in different ways: Comic, photos, story etc. etc. Hopefully discussion between the students will began.
2 To familiarise with the theoretical background of intercultural OR cross-cultural communication
Bennett, Hall, Hofstede, Porter, Samovar, Trompenaars (for instance)
Examples:
· Dimensions; power distance, uncertainty avoidance, individualism, masculinity, time
· Communication styles; greeting rituals, cognitive vs. affective confrontation, circular vs. linear style, direct vs. indirect, public vs. private self, language use
· Non-verbal communication ; paralinguistics, haptics, kinesics, proxemics, chronemics, oculesics
· Communication strategies
· Stumbling blocks in intercultural communication
I am sure that there is a lot of material about these examples. My suggestion is that there was for instance one article that is the same in each country. That should be in English. We could also have some 'national' material in Finnish, German etc. As far as I am concerned that might be appropriate in this case.
As far as I am concerned the students would go though the material on their own time. Of course, if there is something they want to talk about, tutor is there for them.
3 Observations in the classroom
Classrooms exist in primary and secondary schools, in gymnasiums, in special schools, in polytechnics, in 'evening schools', university etc. I think that we have to be flexible here and let the students follow their interests.
What to observe? Examples:
· Hofstede's dimensions: (power distance etc. between the teacher and pupil)
· Different communications styles among the pupils. Do they vary between different ethnic groups? (If we want to use the word 'ethnic'.)
· How does the teacher react or pay attention to these differences? (Interview if possible.)
· Is the teacher aware of the socio-cultural background of families?
· Are there different ways of verbal or non-verbal communication depending whom the teacher is communicating with?
· How does he/she help his/her pupils to understand new concepts?
· Are there different communication strategies used in the classroom and outside the classroom?
· How does the teacher strengthen the communication styles of his/her students?
· What is the connection between the communication in the classroom and the school achievement of the pupils?
· Is there interaction and co-operation between school and home? What kind of co-operation?
· Etc.
We have to choose which ones are relevant!!!
It is crucial to create some kind of tool for analyses. Students may do this kind of work for the first time in their life. Somehow structured model what to analyse, how to do it etc.
WHO WOULD BE ABLE TO DO THIS?!?!?
Material to Internet
I With whom would I talk about what?
· Veikko's idea. Check out the paper he presented in Landau. Some of the questions have to be modified.
· This form could be in Internet as an example and the students could fill it in and give reasons for their answers.
II Our rules
· This task could be done by the international group.
· They would create their own rules of communication.
· Idea is that, if there are people from six different countries there may be cases when everyone can agree with the rules but I assume that there are cases when they disagree.
· Whenever someone agrees or disagrees there has to be reasons for that. And if possible, some knowledge based on the material or research.
· Maybe this kind of task could show in practise how multidimensional the whole concept of intercultural communication is?! Is it even possible to make rules that everyone agrees with?
III Discussion about the communication in a culturally diverse classroom
· Analysis
· Discussion and exploring of similarities and differences in classrooms in different countries.
How does the classroom rituals differ from one class, school, country to another?
· I think that this will create discussion; questions, opinion, answers etc.
III Conflict resolution in a culturally diverse classroom
Tasks and aims:
1 Theoretical background of conflicts and conflict resolution
· For instance Hall's ideas (some of them modified by Ting-Toomey 1993)
· Individualism and collectivism
· Low context and high context
· Monochronic time and polychronic time
· Cultural conflict assumptions
· Conflict issues and process violations
· Cross-cultural conflict interaction styles
· Effective conflict management
· Maybe one approach could be Global ethics?
· Our Creative Diversity 1995, Report of the World Commission on Culture and Development
· Many others…
Reading the material at home and of course the tutor is there when needed.
2 Observations in the classroom
Classrooms exist in primary and secondary schools, in gymnasiums, in special schools, in polytechnics, in 'evening schools', university etc. I think that we have to be flexible here and let the students follow their interests.
· Observing Hall's dimensions.
· What kind of obstacles/conflicts are there in a culturally diverse classroom?
· What are the means to overcome them?
· Interviews etc.
Again, we have to create some kind of tool for the students!!!
Material to Internet
Discussion and analyses of the different kind of problem situations in a school environment.
IV Analyses of teaching material
Analyses of textbooks, teachers' manuals, videos, Internet etc. All material that is used in school.
I think that this needs quite structured instructions. I have something that is made by myself but I am sure that someone has more academic and appropriate one for this purpose.
Material to Internet
I Material of the analyses of teaching material.
· Positive/negative examples, stereotypes.
· Discussions.
II Analyses of media.
· The idea is that the students would explore media; newspapers, journals, tv-programmes, advertisements etc.
· When reading and listening they should pay attention to the way how minority groups or multiculturalism in general are discussed in media? By whom are the articles written? What has been his/her motive? Are the articles positive or negative? From whom point of view? Why is it written? Etc. etc.
· Examples to the Internet, conference site.
III Develop own material
· Culturally sensitive website?
· Material that students would like to use themselves?
V Curriculum in culturally diverse classroom/ curriculum in multicultural school
1 Theoretical background
· Settlement policy analyses
· National framework for curriculum (if there is one)
· Multi/intercultural school; Gay, Banks, Verma etc. etc.
2 Curriculum and real life – do they meet?
· Analyses of the policy analyses and curriculum
· something structured instructions should be given
· observation and interviews
· What kind of classroom/school is multicultural?
Material to Internet
I School that I would love to work in!
This may be too naive and childish but I hope that someone will improve this idea. What I have in mind is that the students would create a school to their conference room that they all would like to work in. Imagine that there were 20 teachers from six different countries, pupils from all over the Europe (Open Europe) and they could create their own school. This school should be able to be run in all six countries.
· slogan of the school
· aims, principles
· management strategy
· curriculum
· architecture
· equipment
They could also create a form for searching staff etc. Once again, they all should be able to agree with this school and its ideas.
6 Conclusion
There are many possibilities for some kind of conclusion:
I Journal
Students write a journal during the course. We can either let them to write it from the beginning to the end and give some questions to help them. We can also ask them to write the journal as a homework every week. This assures that they will actually write the journal every week. But do we need to do that?
II Journal to Internet
The final task could be also a journal or an article to Internet. The topic could be 'What did I learn?' or preferably something more creative and imaginative.
III Groupwork – journal
Same thing but done among the students in the same group.
* * * * * *
I think that the students should also think about their intercultural competence during the whole course. If they write a journal, this approach should be encouraged. If they create their ideal, intercultural school, they could create an "Ideal teacher" or the profile of an intercultural competent teacher or staff member.
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