CURRICULUM VITAE

CURRICULUM VITAE
NIKOLAOS F. GOUSGOUNIS

Date of birth: 22-02-1952
Site of birth: Thessaloniki, Greece
E-mail address: nikos2202@gmail.com
Blog: http://nikos2202.blogspot.com/

STUDIES:
Ø 1970-1975 - Biological Faculty, University of Athens
BACHELOR OF BIOLOGY

Ø 1975-1977 - Faculty of Social Anthropology,
University of Paris VII
MAITRISE SPECIALISEE DE ETHNOLOGIE

Ø 1977-1979 - Faculty of Sociology
University of Paris V
MAITRISE SPECIALISEE DE SOCIOLOGIE

Ø 1977-1978 - Faculty of Social Anthropology
University of Paris VII
D.E.A. d`ETHNOLOGIE

Ø 1978-1979 - Faculty of Sociology
University of Paris VII
D.E.A. de SOCIOLOGIE DE LA CONNAISSANCE

Ø 1979-1980 - Faculty of Languages and Civilizations
University of Paris III (Nouvelle Sorbonne)
D.E.A. en LANGUES ET CIVILISATIONS
BALCANIQUES

Ø 1979-1980 - Faculty of Social Anthropology
University of Paris VII
DOCTORAT d`ETHNOLOGIE
(Mention tres bien)

FOREIGN LANGUAGES:

English
French
Russian
Italian

TEACHING EXPERIENCE:
1986-1991 - Lecturer at the Superior School of Home Economics of Athens
Objects:
· Introduction to Sociology
· Rural Sociology
· Sociology of Family

1988-1989 - Assistant Professor at the Faculty of Sociology, University of Crete, Rethemnon
Object:
· Sociological Theory

1989-1990 - Professor at the National Superior School of Tourism, Athens
Object:
· Cultural Anthropology

1990-1993 - Many seminars sponsored by EC related to
Cultural Policy and Sociology of Education held in Athens, Sparta, Thebes, Lavrion, Delphes, Larissa

o Invitation for a series of lectures about Family and Education Alienation, Tartu University, Estonia, for the summer 1996

o Lecturing in Romania, summer 1998, 2000 and 2007


ACTUAL INTERESTS
Research and teaching interests are in Youth Sexual Alienation, Youth Anomie, Education topics with an emphasis in the cultural parameters of Multicultural Education, Sociological Theory and Cultural Anthropology

RESEARCH EXPERIENCE
1989-1992: Participation in two National Research Programs sponsored by the Technological Institute of Athens, related to the Sexuality of Adolescence and Social impacts of AIDS;
1992-1994: Senior Researcher in a Research Program sponsored by the Greek Ministry of Technology, related to Youth Subcultures and Hooliganism;
1991-1992: “Professional Orientation of Youth” in cooperation with students of Superior School of Home Economics and the Pedagogical Institute of Athens;
1994-1995: Inquiries in the secondary public schools of Athens about media influence and attitudes towards the meaning of Education and Alienation in Education and Family;
1996-1998 Recent activities carry on on-line education systems and virtual communities in a “learning society” via Internet. Creation of a relative discussion list.
1998-2000 Undertaking of a comparative research program sponsored by European Union on Multicultural Teacher Education. Participating countries: UK, Finland, Germany, France, Greece and Israel.
PROFESSIONAL AFFILIATIONS
1. Founding member of the Hellenic Sociological Association 1983, responsible for the writing of its History insofar under the auspices of a comparative research program organized by the RC 08 of ISA History of Sociology. Voted Member of this Association Executive Board since 1989. Responsible for Congresses activity at the period 1989-1991 and Secretary for the periods 1991-1993 and 1993-1995.
2. a/ member of ISA (International Sociological Association) since 1990
b/member of ISA Research Committee 06 Sociology of Family
c/member of ISA Research Committee 36 Sociology of Alienation
d/member of ISA Research Committee 04 Sociology of Education
e/member of ISA Working Group 03 Sociology of Childhood

3. Founding member of ESA (European Sociological Association) since 1992; responsible for the Research Network for the Sociology of Education since 1995. Also member of the committees of Youth and Communication of ESA.
4. Member of International advisory board and reviewer of three sociological Journals:
a. Sociological Analysis (USA)
b. Journal of Social Sciences (India) (in English)
c. Paideusis (Romania) (Electronic Journal in English)
5. Member of the expert team of the Council of Europe for the evaluation of the Dutch National Report on Youth Policy, since May 1998

PAPER PRESENTATIONS IN CONFERENCES AND CONGRESSES

1. “Postproblems of descentralization relative to the mass and popular communications” (in Greek) in the first national conference of sociology organized by Greek Sociological Association in Athens. Dec 16-20, 1984;
2. “Le sacre et le pouvoir” (“The Holy and the Power”) ( in French) in the first World Conference of Popular Art, Larissa, July 1987;
3. “Hooliganism and Social Change” (in Greek) in the first international Conference for the “Violence and Disorder” Athens, Jan 1989
4. “Comparative Study of attitudes of Athenians and habitants of West Attica related to the fear of infection of their relatives of AIDS”. In the II National Conference of AIDS in Thessaloniki, March 1990 (in Greek).
5. “An Analysis of sexual behavior and relative attitudes of young Athenians 15-19 years old concerning the creation of their sexual identity” with J.Chliaoutakis in XII World Congress of Sociology, Madrid, July 1990 (RC 34 Youth) (in English)
6,7 a. “Attitudes and behavior of Athenians related to AIDS”
b. “Comparative Study of attitudes and behavior of Athenians related to AIDS after two Health interventions” in the third National Conference of AIDS, Athens, March 1991 (in Greek)
8,9 a. “Equality sexual and contraceptive behavior of Youth”
b. “Comparative sexual and contraceptive behavior of Youth” in Conference of Gender Relations, Athens, April 1991 (in Greek)
10. “Verification of the equality of two sexes related to the premarital sexual behavior” in the International readings of young sociologists, Sofia, Bulgaria, May 1991 (In English)
11,12 a.”Educational inequalities and the transmission of cultural capital in Greece”
b. “The multidimensional impact of Communication of the Greek educational System” in the first European conference of Sociology in Vienna, August 1992 (in English)
13. “Involuntary premarital pregnancy of adolescents in Athens”,
in the II International Congress of the European Society of Contraception, Athens, May 1992 (in English)
14,15,16,17 a. Parents’ influence on adolescents’ sexual behavior and attitudes in Greece
b. Inequalities of Greek educational system and students` alienation
c. A comparison between English and Greek football fans
d. Violence and order
presented in the XIII World Congress of Sociology, Bielefeld, Germany, July 1994
18. “Differences in the degree of alienation between male and female adolescents”, presented in the II European Conference of Sociology in Budapest, August-September, 1995 (in English)
19. “The river Acheloos’ diversion scheme” in International NATO Workshop of Rehabilitation of Water Resource Systems, Moscow, October, 1995 (in English);
20. “The role of the Greek state in the organization and transformation of Sociology as a new lesson in Greek school Curricula” in the Conference of ISA, RC 05 Sociology of Education in Jerusalem, Dec 1995 (in English)
21. Organizer of a session and presentation of a paper by the title “Alienation in family and education” in the International Conference “Cross-roads in Cultural Studies” in Tampere, Finland, July 1-4, 1996, (in English)
22,23,24 a. The meaning of education and people`s learning experiences
b. The influence of media culture to the life of Greek children
c. The vision of the other in Greek touristic settings
presented in the first “Cross-roads in Cultural Studies” Conference in Tampere, Finland, July, 1-4, 1996 (in English)
25. “Touristic cosmopolitanism” in the interim conference of RC 50 of ISA, Touristic Paradigms, in Jyvaskyla, Finland, 4-7 July, 1996.
26,27,28 a. “Education in the postmodern cross-roads. Ethics, values, identity formation and alienation”
b. “Anomie and Alienation; Violence and Knowledge in youth subcultures”
c. “Internet lists: New communication values and habits in search of a new “communication identity”
presented in the third European Conference of Sociology in Essex, UK, August 27-30, 1997
29. Organizer and convenor of three sessions related to the Alienation theory and Communication
(RC 36, 50 and 14) in the XIV World Congress of Sociology of the International Sociological Association in Montreal, 26-31/7/98
30,31,32,33,34 a. The concept of alienation under its new virtual reality;
b. The challenge of the discussion lists on the internet and the production of social knowledge;
c. Multicultural cosmopolitanism
d. The sacred and the ecstatic as transgressing factors of our postmodern profanity;
e. Anastenaria: sacrificial ecstatic firewalking in contemporary Thrace and Greek Macedonia
presented in the XIV World Congress of Sociology of the International Sociological Association in Montreal, July 26-31, 1998
35,36,37,38. Participation in 4 conferences in Sofia in 1998, 2000,2002,2007 with presentations of papers
39,40,41,42 a. Inequalities of the Greek educational system and students alienation
b.Cosmopolitanism as a way of Transdisciplinarity: Approach of the Transsociological Other.
c. Cosmopolitanism as the remedy of postmodernised Globalisation
d. Perspectives and realities of the Multicultural Education in Greece. The role of the Greek Youth.

Presented in the 37th World Congress of IIS in Stockholm, Sweden, July 5-9 ,2005.

PUBLICATIONS

1. “Mass Media of Communication and Mass Culture” in “Military Review”, October, 1985 (in Greek)
2. Book Criticism on three recent ethnological books in EKKE Review” 1986, No.64 (in Greek)
3. “Boundaries in Social Sciences” in “New Sociology”, March 1989 (in Greek)
4. “An Analysis of sexual behavior” in “Mladestvo Problemi” 1990, Warsawa (in Polish)
5. “The new Family Legislation and its Social Impacts” in Anniversary of Superior School of Home Economics, Athens, June 1991 (in Greek)
6. “Cultural Anthropology”, Edition of National Organization of Tourism based on lectures given during the year 1989-1990 to its School of Guides, Athens, 1990, page 119 (in Greek)
7. “Social study of social acceptance of people infected with HIV virus” in “Greek Review of Dermatology and Venerology” No.3, 1991 (in Greek)
8. “XII World Congress of Sociology 1990. Judgements and evaluations” in “Social Science tribune” No.3, June 1991 (in Greek)
9. “An analysis of the sexual behavior of young residents of Athens related to their eventual risk of their sexual identity” with J.Chliaoutakis in EKKE Review, No 79, 1991 (in Greek)
10. 11. Two articles about “Attitudes and behavior of habitants of Athens related to their eventual risk of HIV infection”, with J.Chliaoutakis et al. in “Military Medical Review” vol 25,4 July 1991(in Greek)
12. “Premarital sexual and contraceptive behavior” with J.Chliaoutakis in “Social Science Tribune”, No.6, Dec 1991(in Greek)
13. “Ecological Movements”, article in Encyclopedia Hydria, Athens 1992 (in Greek)
14. “Knowledge and Attitudes about AIDS of residents of greater Athens” with J.Chaoutakis et. al. in “Social Science and Medicine” vol 37, No.1, pp 77-83, Feb 1993 (in English)
15. “Educational Inequalities and transmission of Cultural Capital in Greece” in Anniversary of Superior School of Home Economics, Athens, June 1993 (in English)
16. “On Motivation and Values” in Anniversary of Superior School of Home Economics, Athens, June, 1993 (in Greek)
17. “Sociology of Education” in “Antitetradia tis Ekpaideusis”, Feb. 1994 (in Greek).
18. “Violence and Order in Youth Subcultures”, a comparison between English and Greek young football fans related to their behavior during the game and every-day life (in the Serbian Journal “Sosioloski Pregled” vol. XXVIII 1994) (in English)
19. Parents’ influence on adolescent sexual behavior and attitudes in Greece (in the collective volume “Childhood and Social Order” Manak Publishers, March 1996
20. “Socio-economic and legal aspects of the river Acheloos diversion project for rehabilitation for water resources” in D.P.Loucks(ed): “Restoration of degraded rivers”. Challenges, issues and experiences” pp.163-171, Kluwer, Amsterdam, 1998 (in English)
21. “Youth policy in the Netherlands”, a report by an international expert group appointed by the Council of Europe, with Carl Nissen (Denmark), Chairperson. Annette Scerri (Malta), Nikos Gousgounis( Greece) and Peter-Emil Mitev (Bulgaria). Council of Europe Monographies, Strasbourg, October, 1998
22. “Anomie and Alienation: Violence and Knowledge in youth subcultures” in Mitev. P.E.ed.”Balkan Youth and Perception of the Other” Sofia, June 2000 (in English)
23. “Multicultural Cosmopolitanism in Egypt`s culture” in “Habarshi Vestnik” Official Journal of the Kazakstan National University Al Farabi No.1 (15) pp 148-154, Akma Ata (in English).
24. “Settlement Policy in Greece and the Education of Immigrants” in Pittkanen et.al. Eds. “Immigration, Settlement Policies and Current Challenges to Education” London, Falmer Press, Feb. 2001
25. “Perspectives and Realities of Multicultural Education in Greece” in “Culture of Peace and the Balcan Youth”, pp 26-83, Ed. By P.E.Mitev and J.Riordan, Imir Sofia, 2002
26. “Information Technology creates Allophobia. How to eliminate it”, in M.K.Bhasin “Anthropology: Trends and Applications”, pp 233-247, Kamla Raj. Ed. Delhi 2002
27. “The transgressing character of the sacred in the double ritual of Anastenaria” in “Studies of Tribes and Tribals” vol.1, Num 2, pp 127-140, Delhi, Dec.2003.
28. “Maturity and sensibilisation as presuppositions for a Peace conception in Youth” in “Towards non-violence and dialogue culture in South-East Europe.” Pp 89-122 Iztok Zapad Sofia 2004(in English).
29. Transgrecia na sakralnoto v’ obreda Anastenaria” in Bulgarski Folklor Vol 4 2005 pp 92-111 Sofia
( in Bulgarian).
30. “Inequalities of the Greek educational system and students’ alienation” in the collective volume “Schools in the frontiers of Modernity” Cambridge Press, Cambridge 2006
31. “The European dimension of Education” ( under preparation in English) a lecture in a conference in Sofia in May 2007

GREEK MULTICULTURAL EDUCATION PROGRAMME

GREEK MULTICULTURAL EDUCATION PROGRAMME
NIKOLAOS GOUSGOUNIS

In Greece, a mono-cultural and mono-linguistic educational policy is still the dominant model in most of the cases concerning returning Greeks as well as migrants of foreign origin. The aim of the Greek State is to confront and deal with increasing problems caused by foreigners who are living and working legally or illegally, and who tend to bring their families once their financial condition allows it. 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. This effort started in Greece not because of increased number of foreigners since 1990, but mainly because of the large number of Greeks returning from abroad after extended periods of residence. Most of them have practically lost their competence in the Greek language.

All the Greek teacher trainees expressed their contribution to the multicultural policy of the country in both rounds of interviews. Cultural diversity was mostly considered as a moral but also social challenge. Hence, students emphasised the positive effects of cultural diversity on the Greek population, such as an increased multicultural sensibilisation in education and society and opportunities for learning from one another in the everyday co-existence. They insisted on the possibility of the Greek society to "catch the train " of the new era through the fruitful cooperation of native Greeks with the "interesting Others". Currently, however, the public opinion in Greece manipulated greatly by mass media is not optimistic and considers the massive presence of foreign pupils in the Greek schools as a priori threat for Greek society.
The meaning of the term ‘multicultural education’ was known only by few students (3) who chose the relative lesson among the items taught in the pedagogical and pre-elementary school faculties at the University of Athens. The rest of the 17 students had no 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 coming years of their studies. As pupils, these students had attended schools that had not minoritarian or immigrant pupils. Consequently they had no experience or knowledge to discuss items such as how the language and the culture of the immigrants could be taught. For this reason the aim of the students in the OE programme was not the acquirement 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 increases in the Greek society as is described mainly by the media. Also, a second important aim was to communicate with foreign students interested in the analogue topics and to exchange opinions and to understand better their motives as a reflexion of their cultures.

The research results show that Greek trainees know foreign cultures quite well. They knew what is the major foreign ethnic group in Greece fairly good ( 93 %) but they did not know that well the percentage of population precising themselves as non-Greeks ( 47%), and even less familiar they were with the amount of Greek population after the 1991 census (42%). Male student teachers were better informed than females in general, and the OE students were better informed on the questions concerning minorities and foreigners. Paradoxically, however, the OE trainees knew less than the control group the exact population of Greece. That indicates that sensibilisation towards cultural diversity, as it happened to the 20 OE trainees, gave positive results concerning knowledge on national minorities.

Concerning the questions related labour abroad and co-labour or games with foreigners, data show that the students have been socialised with foreigners more in Greece than abroad. Male respondents were in a better stand than females in general, and the OE students were better in all three relative questions. That proves that knowledge acquired from everyday life, work or studying abroad was better among the OE trainees than in the case of other students, and maybe this could help them in further sensibilisation after their return in matters concerning the "vision of the others".

According to the research results, the self-confidence of Greek students increased during the OE course. This result implies that communication is an important qualitative and not only the quantity of acquired information.

During the OE course, the students learned how to evaluate racism and xenophobia problems in learning environments, like in a school class, and how to invent practical ways of overpassing problems such as class conflicts and class organisation. After noticing some examples of good adaptation and integration of immigrant pupils in the class, they became more optimistic than before about the future of multicultural education and its results to the aim of helping different cultural backgrounds to coexist and to communicate with no prejudices and stereotypes.

The trainees recognised a number of problems arising from the coexistence of multiple ethnic groups but seemed to tolerate the cohabitation even in the case of members of distinct ethnic groups and different religions. In conclusion, the OE students were aware of their prejudices and ethnic stereotypes as transmitted through the educational system but hoped that the coming era of better human communication and multicultural contacts will enable them to overpass these standards. Also they were hopeful that education will change its views practically because of the unavoidable "evasion" of foreigners in the country. No one expressed a wish for separation or ghettoisation of the newcomers, on the contrary, all were hopeful that the dynamic hosmosis of native population with foreigners would be beneficial for both. This spirit of internationalisation highly promoted by the so-called "globalisation" as is propagated by the media, takes rather the dimensions of a cultural phenomenon in the minds of the students representing the younger generation and not of the financial consequences of such a cohabitation.

The Greek educational system ought to turn from its “introvert” orientation to a more “extravert” one. “The European dimension in education” insists on the availability of equal opportunities for all. However, the ideal aiming at equal chances for all the European citizens, is not applicable for 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, aims at the maintenance of cultural and linguistic polymorphous through the projection of a common cultural heritage (articles 126 and 128 of the Maastrich Convention). On the other hand, the intercultural dimension based on an indistputable multicultural reality of the last decade, aims at the creation and adaption of new models of co-existence through equal and liberal inter-influence of all cultures living and expressing themselves in a multicultural society.

In school curricula the amelioration of the general social mentality towards the problems of multiculturalism in education means modifications. The topics in priority in school curriculum are as follows:

Religion lessons. Religion is taught from the age of 8 to the age of 18. In religion lessons the need is for teaching the children tolerance towards the diverse religions of the other cultures. Comparative lessons of history of religion as a total human conditions should be taught on the upper grade when students can evaluate the importance and the interest of being different in religious terms.

History and Geography should be revised into the direction of being minimal in ethnocentric orientation. Especially History is passing a great amount of hidden curriculum through various examples of underlying of the national sentiment (national days, parades, etc.).

Humanities, literature and foreign languages should should be directed towards more concrete examples of foreign cultures. So far the whole content of the philological lessons has been oriented toward the learning of the structure of the language neglecting the important ideas of the authors. Even in foreign languages, the focus has been rarely oriented towards the approach of the cultural aspect in the school curricula. Humanities are crucial in teaching children to combine values and knowledge and to learn better to communicate with different people.

Social sciences should be enriched by more intense courses of sociology and civil education. Both these classes were annulled after the recent reform of 1999 from students in the final grade and were replaced by lessons of informatics and economics. Technology is and will be useful, but the way it is taught in the secondary school is not ideal because of the strict technocratic and professional model these lessons are promoted.

Arts and History of Art should be urgently introduced in the secondary education for enabling young children to better understand the achievements of different cultures.

A new conception concerning the social role of the school aiming not only to the acquirement of knowledge but also to the better communication and socialisation of pupils. is needed. Visits in museums, galleries, theatre and other cultural sites should be as systematic as in France, where Wednesdays are dedicated to these cultural visits. Cultural experiences in general help to approach to understand and appreciate different cultures. Modern technology e.g. internet also increases interest on multicultural issues.

The topic of multicultural education should be introduced in all university departments educating future teachers. The theoretical multicultural education need to be combined with visits to multicultural classes. At the moment the courses of multicultural education are optional in the pre-school and primary teacher departments, and most students of the secondary teacher departments have never heard of them. Specialisation on multiculturalism should be in programmes in order to prepare the future teachers to face the new realities and to be able to deal with it.

In conclusion, the OE students were rather sensibilised than educated during the four months of the OE course and the outcome of this sensibilisation process was that these students evaluated multiculturalism in classrooms in connection to their own experiences e.g. they judged that to understand better the problems of strangers, they have to take their social position and undertake their role in the dominant culture.

- The communication in an 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. 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.

- Concerning the questions related to the internet use, data show that Greek trainees do not know and use the new communication technologies very well. Male students are better informed than females in general.

- Self-confidence of students increased during the OE sub-project.

- Trainees learned how to evaluate racism and xenophobia problems in school class, and how to invent practical ways of overpassing problems such as class conflicts and class organisation.

- Trainees learned how to evaluate cultural diversity as a living reality by practical means and also how to organise their theoretical weapons of thought.

- Important differences in education systems of every country created difficulties in understanding of needs and requirements among the students.

- There were technical problems in computer mediated communication.

- There were difficulties of comparison and analogies in every national case due to the different conditions.

- There were language problems in some cases.

THE EUROPEAN DIMENSION OF GREEK EDUCATIONAL AND YOUTH POLICY

THE EUROPEAN DIMENSION OF GREEK EDUCATIONAL AND YOUTH POLICY
Preface
The causal connection between knowledge and society goes both ways: Not only does society shape its knowledge but the reverse holds as well. The causal connection between knowledge and society goes both ways: Not only does society shape its knowledge but the reverse holds as well.
According to C. Wright Mills, there is a perspective called the sociological imagination that can be used to or interpret perceptions of social life. In part, this imagination features a healthy skepticism, assuming that social appearances often aren't what they seem. But even more, this perspective involves some awareness toward the linkages between history and biography, between social structure and consciousness, and between and its socio-cultural contexts.
Perhaps nowhere is this imagination so exercised than in the sociology of knowledge, which studies the social sources and social consequences of knowledge-how, for instance, social organization shapes both the context and structure of knowledge or how various social, cultural, political conditions shield people from truth. It has been argued that the concept of knowledge is to sociology as the notion of attitude is to psychology: a notion so central that, in many ways, it is the foundation for the entire discipline.
INTRODUCTION
We face in the last decade a new challenge all over the World and especially in United Europe: From one hand unifying globalization that is mainly an economical phenomenon with high social effects and from the other hand increasing cultural diversification among the peoples and social groups and sub-groups of Europe. The social consequences of this contradiction on the European Youth are evident. Will European young people follow the strict economical model of globalization that promotes the right of the most powerful private companies for uncontrollable “ legalized “ commercial profit, or will they follow the social and cultural model of diversification ? This major challenge that will be crucial for the future of European Union has to be examined in a holistic way and not separately because every system has its internal medium of communication but does not have any efficient means of communication with other systems which represent its environment. For example , the system of economy can understand only something which is presented to it in its language of money . Thus , the globalization of financial origins as a system, is interested only in itself ( that meaning in the organization of a homogenized economical model fulfilling its own function) and is not concerned about other matters such as cultural and probable social diversification.
Speaking about populations using natural languages as media for communication, the problem of “lack of communication” appears once again. Some languages became apparently richer, some remain poor, just as in the world of economical capital. But there is no justification for declaring that languages that belong to “cultural centers” are capable of embracing the socio -cultural system as a whole regardless of how “universal” they have become. The perspective of the OTHER is always missing to them. This fact brings us back to the old debate between assimilation and integration techniques as presented in the field of multicultural education.
The elusive dynamic of integration corresponds to the basic question relating to the “ the degree to which outcomers with different socio cultural status are required ( or willing ) to adapt to a given host society”. The challenge for a sociologist is to study whether settlement policies imply a monolithic view of society that cannot but be assimilationist, or rather a pluralist vision that creates opportunities to maintain primary cultural characteristics for the newcomers while participating as equals in the host society of majority (integrative vision).
The demand for creating a European citizen is called for, and this “aims at the maintenance of cultural and linguistic polymorphism through the projection of a “common cultural heritage”. A model of coexistence of multiple cultures is also demanded. This , entails a special cultural policy in order to succeed to the concept of cultural democracy. Perhaps the most ambitious effort inscribed in the modern conception of democracy was the project of realizing of democracy through cultural forms. Some authors refer to the MARGINAL CULTURAL POWER. The problem deals with the social question of how these marginal cultural interests become present and are represented in the democratic power field which is organized according to the majority principle. For the first time in the hierarchical system of representative democracy, the marginal interests become also present and articulated to take a place in and being placed at the social power field. In this type of postmodern democracy all minoritarian earlier oppressed voices can be justified and legitimized and practically acquire the possibility to express their demands. A good youth policy can be understood as the legislators’ and policy makers’ reaction to a such a demand. Youth is not maybe a minoritarian group but rather a social category with special cultural trends tending to become universal in the globalised World, but many of recent social manifestations of young people participatory groups remind minority groups’ collective actions. The Greek case will illustrate very characteristically the argument above.
First part
THE CASE OF YOUTH POLICY IN GREECE
Youth policies and youth associations in Greece are going through a critical period of transition. This situation is due to a number of factors.
The organized youth movement, at least during the postwar period, was highly political. It was always shaped, and in some cases directly, by the main political and national problems facing the country; consequently, there was only a limited margin of maneuver for independent types of organization and action. For instance, the cultural associations and union organizations of young people which proliferated between 1974 and 1985, are conveyor belts for the political youth organizations rather than bodies directly linked with local problems, obvious needs or any tradition of organized social action. The crisis in the political forms of the youth movement - which took on very large dimensions during the 1980s - has therefore directly entailed the disorganization of these associations closely linked to political organizations.
In parallel, the traditional associations of young people which retain an important impact in almost all European societies (religious organizations, scouts, associations), have never really had any great importance from a social point of view and are not therefore able to fill this vacuum by establishing a wide network of organizations and a potential for voluntary and professional managers able to ensure their development and the continuity of programmes of action in this field.
Endeavors by the State to establish conditions favorable to the development of youth associations which led since 1982 to the establishment of the Secretariat General for Youth and the adoption of an ambitious policy for youth had no outcome and have never succeeded. The legislative framework has never been able to ensure the continued existence of facilities once they have been established. Consequently, the programmes that have been implemented, which were not without success for some years (in particular between 1983 and 1987), were subsequently largely abandoned, when the policy of budget restrictions and changes in political personnel led to a reformulation of priorities and a contraction of youth policy.
The same problems have taken place at local level. Again it is difficult to speak to speak of local youth policies which are rooted in tradition, which are supported by a genuine system of organizations and institutions and which point to a constructive future. It would be more correct to speak of fragile and isolated examples which are almost exceptional and which are continuing without generating a dynamic able - for the time being at least - to reverse the general situation.
In this context, some municipalities have, however, taken initiatives for young people which can be summarized as follows:
* Bearing in mind that in Greece, municipalities do not have well defined powers over youth policy, it is rare for municipalities to have a youth service with permanent personnel, a relatively stable budget and a network with the necessary infrastructure.
* Some municipalities have youth centers. These are usually multidisciplinary rooms which act as meeting places for young people and for the organization of cultural activities. Some of the centers are well equipped and have premises that can be used as workshops (photography, theatre, traditional dance, etc.), as well as an information point.
* However, the lack of youth leaders and concrete activities for different groups of young people make the operation of these facilities difficult and limit their impact.
* Many municipalities have sports facilities and play areas for children and adolescents.
* Some municipalities also have a small budget intended to support youth initiatives, in particular in the area of cultural activities.
An encouraging development has taken place recently in Greece: the establishment by young people of companies and/or cooperatives which take initiatives at local level, organize training seminars for young unemployed people, endeavor to promote development programmes and often cooperate with municipalities in order to take a more complete approach to young people's problems.
It is difficult to make any forecasts from the current situation. The development of local youth policies that are indispensable because of the economic and social problems which the country faces and their impact on young people will probably go together with a policy of decentralization endeavoring to redefine powers, redistribute resources and establish new forms of youth organization in ways that have already been outlined by the companies and cooperatives mentioned above.
CRITIQUE OF THE ABOVE DESCRIBED GREEK YOUTH POLICY
The case of the Greek youth policy reveals that societies that did not manage to resolve their fundamental problems of equality , peace , labor chances and welfare, cannot but reflect these problems on their youths. Young people in their turn react in almost violent ways creating a new series of problematic situations. The central state should learn how to promote and encourage some initiatives fulfilling common needs and covering public and not private interests. A state policy could never be confused with its own institutions provoked by itself for the simple reason that if the public participation is not the demanded one in a free society , then all the institutions will loose their validity. If for example the educators and students of the institutionalized multicultural education are not participating to the way of fulfilling the aims and targets of this institution, not any ministerial or political decision or directive coming from Athens or Bruxelles could help it to ameliorate.

Characteristics of the new youth in contemporary Greek society
Today’s young people in Greece are rather better informed about developments not only in their close environment but also in Europe and the world. But this fact due to the new mediatic electronic technologies , does not assume a raising of the level of formal education. As an eminent sociologist once said : “ Data is defined as input gathered through the senses; and "INFORMATION" as integrated data which denotes a significant change in the environment. Information is converted to "KNOWLEDGE" by interconnecting it with known concepts and skills as part of achieving a goal. "WISDOM" is knowledge about knowledge ” Young people who are rather a WATCHING than a READING audience , rarely visiting cinemas , theaters , museums and recital halls, rarely read books and newspapers as in the past generations. All these cultural activities of social participation and collectivity are replaced by individual activities connected to the electronic technology as cited above. Also, they demonstrate poor interest in formal representative parliamentary democracy but instead are attracted by extra-parliamentary forms of political pressure even if in the depth they don’t believe or hope on their efficacy. Religion is far from being their core of interest and youth movements even in an international level such as Peace and anti-globalization movements, lack ideological support even if massive in their manifestations. The post-modern phenomenon of our times that is plurality of aspects, opinions and fashion styles effect on youth sub-cultures. This mass society’s confusion of eternal plurality due to the over-democratisation of western tolerant contemporary societies and their influence to the periferical European societies ( due to their economical dominance) leads to the loss of every possible serious ideological support and this lost connection between ideology as a meaningful interpretation of the world and style as means of living it, brought the post-modern confusion of means and aims. One becomes individualist even if by nature is sociable and all these reflect in a highly negative way in an institution such as public education. This collective trend of individualism imported and propagated from the West through the media and their ..meaning that is not other than ..themselves ( after the old saying of Mac Luhan), combined with financial facilities tending to increase the consumer’s needs and their fulfillment may not necessarily lead to a certain responsibility, maturity or immunity to stress. The minimum of self-esteem and self-knowledge in its old Socratic meaning, is non fulfilled and personal freedom and independence as existential needs of the youth in the way of formation of a personal identity (after Ericson’s definition from 1968) are far viewed targets never attained. Interior
freedom presupposing a moral view of life cannot be replaced by all declarations of Human Rights and exterior freedom due to democratic efforts of conventional politicians in actual indirect democratic regimes. Socio-financial facilities are never a good counselor of youth. High rates of stress and violence are produced in European youth and Greece makes not the exception. An immunity to stress as advised by many ..‘‘social engineers ” of the welfare state cannot be but a sort of a pathetic adaptability with minimal moral restrictions on the only axis of personal interests and profits or pure egotism leading to an a-moralistic attitude. Post-modern aesthetic fashions tend to replace by the logic of simulative advertisements whatever could remind the ethical social attitudes of past generations. Youth freed from political, religious and cultural restrictions typical of the former generations can easily be turn into anarchy and rude violence expressed as active racism or hooliganism in the athletic grounds. Formerly the religious and ideological forms managed to channel individual behaviour of the youth into socially acceptable routes (if no paths) but currently independent thinking cannot be spared to the youth and they have to face the challenge of free choices by themselves. Responsibility is rarely taught and more often acquired by social attitudes. The social conditions been changed dramatically recently, these attitudes have also changed.

What can be the role of education as a social agent of pedagogy in the new social landscape described above ?
In post-modern developed societies where over 90% of 15-18 olds are attending the non compulsory education and almost 60% of the 18-23 the tertiary, the overall educational system as centrally planified by the state could constitute an important part of youth socialization aiming pedagogically speaking in the most high degree of youth’s participation. Two problems might inhibit all good aims in this perspective. First, the hidden “ paternalists ” of education who are not else than the students’ and teachers’ syndicates working for the benefit of political parties in the name of education. Second, the increasing degree of fragmentation based or rather due on philosophical and teaching principles. To enhance young people’s personality development and to prepare them for democratic citizenship and for final participation in the labour market is not an easy social target of our days. Educational policy has at least to combat all inequalities of opportunities of national and international youth attending to the schools and universities of the 21th century. But its role is also to promote interests to the direction also of non-cognitive skills of the youth such as responsibility and the spirit of intellectual independence, flexibility to the educational choices and finally some social antibodies combating the emotional stress of youth while facing the impersonal environment of the computer age. This can be achieved only by drastic shifts in the institutional structure of the educational system at whole. Probably a drive toward restoration of autonomy of schools from the absolute domination of the central state , the upgrading role of local infrastructure such as municipalities all these aiming to the widening of the scope of liberties and responsibilities of school management(not only by the headmasters and rectors but also by the students autogestion skills).The role of parents also could be crucial, regarding contemporary schools’ management.

However, all these attempts cannot be operative if the penetration of private interests and profits replace the role of the public educational establishments. The European dimension of educational policy is crucial on this matter. From one hand Europe promotes the replacement of the old style state policy by the so called ( and hoped) society policy, in which all the above described social factors need to participate in a climate of social freedom, and from the other hand the impossibility of financing all these noble aims with the needful state budgets , permit the invasion of the private initiatives with all their businesslike negative effects. Europe promotes competitiveness in the public sphere but educational field is not a field of business competition for money makers and this delicate matter will always produce problems of educational policy and decentralized state efforts. The best solution could be the modification of the socialization factors ( such as schools, family, municipalities, teachers and students ) enabling them to participate and be involved in a most vivid and different way to this much hoped SOCIETY EDUCATIONAL POLICY. Finally, NGO and youth volunteer organizations could help in the effectiveness of such a drastic and completely innovative policy of the future. Non-formal education and vocational training could also be structured under this scope aiming to the formation and social operation of new values for the youth. Some researchers of national youth and educational reports in the western European countries, claim that Leisure is also a major factor for youth operating in two senses : first as a striving of young people themselves for developing better artistic and other skills and second as a chance for society to model young generations not into passive consumers of a new …
leisure class but rather into active participants and actors in the field of arts and spectacles. Certainly the mass society of spectacularization of every form of art for commercial profit (under the logic of advertisements) is not favorable to this noble trend but the challenge is always in front of the youth in a non doctrinal and tolerant open society and wise is not somebody who is plunged to an inutile abyss of information , but this future citizen of the world who could find the means to reflect on the value of this amount of information transforming what interests
him to useful knowledge and furthermore who could reflect on the validity of this very knowledge and pronounce a reason or a new creative knowledge based on this useful knowledge (knowledge about knowledge).

The problem of competitiveness much punctuated in the objectives of European educational policy has many side-effects such as the increase of a strange new sort of post-modern violence deriving from individuality, egotism and complete lack of what Durkheim named once collective mentality or solidarity. This competitiveness can motivate the young individual only toward financial interests but also may turn him to an aggressive personality ( auto aggressive too by the meaning of suicidal , alcohol drug addict ). Both directions are negative and the old motto of ΑΜΙΛΛΑ of ancients Greeks comes to the fore as a possible remedy to our confused times. Bay this term , that was in use till the late seventies in the Greek education the meaning is focused on the positive aspect of solidaritarian rivalry in the school class among achieving and less achieving students who try to ameliorate by modeling the best. This notion deriving from the fair play of the ancient Olympic Games is regaining its importance in a time that cruel competitiveness of the impersonal capitals in the financial field dictate its erroneous model in the educational field that should be a strict field of KNOWLEDGE PRODUCTION plus its non intellect qualities described above. This spirit of amilla is the best response to the recent (unexpected) rise of juvenile violence in the developed European countries. Official announcements speak about a necessary transition from the so called culture of violence toward a culture of peace , but this will remain a simple wish if the real reasons of this individual and collective violence will not be found and interpreted in a satisfactory way. The most possible cause of this anachronistic collective violence and accompanying vandalisms can be searched in the exclusion of non privileged youth in multiethnic settings. However, the recent example of Greek students’ riots and vandalism proves that youth at risk is not only the unskilled foreign migrants but also the “successful” national youth who cannot see their intellectual and educational dreams fulfilling and react by a much irrational and unorthodox way of protest and vandalism.


Second part

AN OUTLOOK ON THE CASE OF THE GREEK EDUCATIONAL SYSTEM
The example of the Greek educational system is characterized by an "educational mania"(1) of students and the consequent expansion of formal schooling. This system of education is however highly selective. Also, an other interesting characteristic is that education is free of charge from elementary school to university including books in all of these three levels. In this case the reproduction of financial inequality seems to disappear and the work hypothesis rests if educational background plays a significant role as was proved once in Hungary(2) and Poland (3) demonstrating typical socialist societies of the before 1989 era. Also whether the lifestyles or material resources are responsible for a probable inheritance of social inequalities. Our thesis is that even if the selection is annulled (for bad) in the end of High School (since after the last reforms almost every student does achieve high-school graduation) the social inequalities are preserved !!
According to Katsillis J. & Robinson R.( Cultural capital , student achievement and educational reproduction in Greece" ASR 55, 1990) , differences in "academic success" reflect the inequalities associated with socioeconomic status, not parental class position. Also these authors argue that class position is not reflected in students' grades. Hence, the class position, is not reproduced through education in opposition to the well known Bourdieu's aspects. Also, another Greek survey (4) demonstrates that place of residence has not significant effect on grades but is related rather to their educational plans. However, we have to mark here, that the importance is not to the grades but in occupational achievement. Katsillis' mistake is that he considers grades as the direct and final result of academic achievement neglecting the complex inner construction of Greek society. He argues that since socioeconomic status has a positive direct effect on grades and also probably on cultural capital, this last is not needed at all to academic achievement even more since its component, (that is parental class position) is not related to grades.
This demonstration that is supported by many regression analysis, is based on a procedure pioneered by the American sociologist of education Dimaggio a VARIMAX rotated solution to factor analysis a set of variables including high culture and other activities to determine whether the cultural capital variables clustered together. These high-culture activities reflecting cultural capital in attendance of theater and lectures as well as visits to museums and galleries (5). These are considered among the most important indicators of cultural capital in France, USA and according to the authors this appears to hold in Greece, as well. To measure all these, students were asked to indicate how many times they have attended one of the above in the last three years. These measures that are similar to those used in Project Talent test, do not include school activities.
The final conclusions of this study are that "even if cultural capital was ever a mechanism for educational reproduction (of inequalities?) in Greece, it does not operate any more now. But this "historical" conclusion is not explained at all. Not any mention of occupational achievement since this fact is not measured in this study. Katsillis bases his argument on the indices of students' effort and ability. This enables him to speak about a highly meritocratic system neglecting totally the effect of cultural capital not necessarily on grades but on occupational achievement. Also the very well known quasi institutional Greek "shadow-education" or "parapaedia" of "Frontistiria"(6) that means private tutorial school paid by parents in order to reinforce students' achievement, is totally surpassed. When Katsillis measures the very important (as he argues) element of effort as the average time that a student spends per day on school related homework, then the role of these non-compulsory side-education institutions is crucial because the attendance of students at them, adds hours of study and ameliorates the grades in school. He admits that the direct effects that he finds of family socio economic status on student grades, are difficult to explain. He adds that they may always be indirect through some other omitted intervening variable, or they may reflect some tendency of teachers to consider family background characteristics when they reward students. Our critique suggests that the only difficulty is the omission of every aspect of parental educational level not only on the final grades but also on the occupational achievement. That means that even if some students fail to be satisfactorily rewarded in academic terms, they can succeed in some good occupational post, using their parents' social status ("mesa" or contacts in Greek) related directly to the closed circles of Weber.
Katsillis tends to combine to apparently opposite tensions : this of achievement and that of ascription. He concludes by admitting that after all, achievement is not only academic "auto-target", but can be also occupational status, or income attainment. Further study is necessary in order to measure its role to social mobility and eventually social reproduction.
We need now to give a profile of Greek educational selection in order to evaluate if achievement is really a matter of personal ability or effort, or if it is a result of other social and cultural parameters. First of all, traditionally this system is almost exclusively geared to the testing of memory (knowledge learned by heart) and not to the testing of the ability to think critically in an original and personal way. This system however allows the hard working lower class children to succeed during the various entrance exams since the general educational level of the upper class children is not needed for the memorization of textbooks. During the various reforms dating from 1964, the number of University students has been multiplied but the quality of education given is not ameliorated. The old "doctrine" of Boudon:(7) , "that an increase in access and schooling does not mean decrease of inequality" seems to apply very much in Greek data. During the last 43 years the entrance as well the graduation of children of lower classes has been increasing constantly and the last statistics show that 41% of University students in Greece come from lower classes (19% rural and 22% working), 35% from middle class and only 24% from upper class:(33). During all this period, no fees neither cost for books were needed since State provided them free to the students. But the quality of education through this apparent democratization turned to be the "unique text-book lesson" and the ambition of every student was (and still is) how to get his diploma degree the soonest possible with the less effort.
However, the unemployment "waits" the university graduates more often than before. The more a person studies, the more he/she has difficulties in getting a specialized highly paid job in a stagnated economy if he/she has not the means to find a non meritocratic way of access to that job. In studies of mid eighties it had been found that the students' grades have a correlation with fathers' educational level: (8).(9). Also the selection for entrance to Universities according to Greek educational system gives many chances to students to repeat the entry exams for two and more times keeping the grades of the lesson they succeeded for the next exam! This system totally unjust for the students, who are examined for the first time, enables some students who possess the finances to enter after many years but exclude the disadvantaged. The system is not as egalitarian as it seems to be. The large number of Greek students studying abroad, reveals that the economical background of families is the main presupposition for these special studies that need enormous expenses (almost a monthly salary of an employee in the public sector). Also the frequency of representatives of different classes in the faculties shows a "preference" of upper classes for high prestige faculties:" According to an author that presents the historical aspect of the whole evolution of education in Greece, 2/3 of student population frequent faculties oriented to the public sector and only 1/3 to the liberal professions (10).
The percentage of frequency in Technological institutes is low even after the increase of the number of these schools. Statistics show that the economic and cultural background of parents is analogous, that meaning that the quality of chances is not improved by the simple fact of student population increase due to Technological Institutes. This population is presented as "different" in most statistics, so we have two categories of students, those of Universities and those of Technological institutes. The prestige of Technical Education seems not to be much improved recently and a "prophecy" of a researcher in 1983 is today more true than ever (11).
"Unless the educational system succeeds in upgrading to an impressive extent the prestige of vocational education and unless aptitudes and educational interest are precisely tested during the nine years of compulsory education and fast rated during the entrance exams to the general or vocational Lyceums, a strong danger exists of creating rigid strata of "pushing" that is more men as well as more lower class pupils than before to vocational education, and on the other hand, more middle and upper class pupils to general education and via this into Universities".
If this guess is correct, the principle of equality in education will tend to give away to the principle of economic efficiency in the Greek society of the future.
PARTICULARITIES OF THE GREEK CASE
In Greece like in other western societies, many instructors considered that education could evaluate in terms of justice, the students' ability that is distributed in all social strata. It's task is to find all these individuals and to help them to succeed in academic achievement. But the reality shows (as elsewhere), that children of families with better socio-cultural background had a better academic achievement and thus they would proceed to the claiming of better social posts. During the last century, school was already a mechanism of social achievement (12). But the idea of democratization of education being very old, we need to define exactly our criteria by what we give to this principle a specific sense. According to Bottomore (13) "The idea of equality, which democracy, as a form of society may be held to imply, can easily be reinterpreted as equality of opportunity. Democracy will then be treated as a type of society in which the elites are "open" in principle, and are in fact recruited from different social strata on the basis of individual merit". In the education field, equality of opportunity implies also equality of opportunity to move upwards in the existing system of occupational and elite stratification.
According to Greek researchers (14),(15), at eighties, the fact of the extent of participation of the population in the educational process constitutes an important element of democratization of education. Also the degree of relative inequality in prestige offered by various types of schools and Universities constitute a second important element- But the most important is rather the degree of "openness" of the educational system to all categories of population. All these three elements are not enough in our opinion to persuade for the qualitative role of democratization in education. The first is strictly arithmetical, because we don't ever know who "is getting in" the education but we count simple numbers. All these numbers have little significance in themselves concerning social inequality. Another diachronic statistical study that covers a period of 22 years from 1967 to 1989 follows the total number of students inscribed in the first year of elementary school. From them only 38% arrived at the final class of high school and graduated (16). But since then, the reform of 1979 introduced the compulsory education of nine years and the number of students that attended high school at least for its first three years increased. One can notice that a simple institutional reform can change all numbers and persuade everybody (and the population at the most) about the democratization of education. What is the difference if the 38% of students graduated exceed the 90% of our days in just a 40 years period ? Can we conclude that Greek society is now more educated ? And if it is so, what kind of education is that, when in the name of equalization it Is reduced by all means to a programme of equality of minimal knowledge ? In the same time the quality of schooling cannot be measured by the criterion of public or private school because mostly pupils of low degrees frequent private schools and the quality of this kind of education is not above the standard. Neither the ratio of teachers to students reveals any quality of education except if it is very negative. Using for example the large number of University assistants as educational staff, the ratio teacher/students was in Greek Universities in 1972 1/18 (better than France that had 1/19)- But if we exclude the mass of these assistants that simply helped professors and never taught, then the real ratio falls to 1/81 (17).
The effort to create a unique type of school called in Greece "Polycladicon" (literally multi-branched) started from early sixties but was materialized only in 1982, In this type of school that is not compulsory (Lyceum) the orientation of students is directed to technical education and after their graduation -they are encouraged to enter in technical institutes with a proportion of 5% on total entries without exams. Experience proved that in this type of unified lyceum (22 of them in all Greece) 2/3 of students attended the general direction that leads to university exams and only 1/3 the technological. This school turned to be a "cohabitation of a general and a technical school" without any unifying element except the common first class-Today this experiment is generally considered as unsuccessful.
As for the third element of "openness" of the educational system to all population's categories, we can remark that statistics show diachronically a diminution of the ratio of children introduced in universities that their father belonged to a higher professional group in opposition of children of father's lowest professional group. The ratio, that was 8/1 at sixties, became after ten years 3/1(18) and then was stabilized until today. What are the conclusions of the diachronic examination of this ratio? Does it reveal the changes of inequality in students’ access? Does it mark the transition of the majority of population to an almost coherent middle class? Nothing of all that, for the simple reason that if after the abolition of fees and books charges for students, university degree has been considered as a magic key for opening the doors to white collar occupations more for the less privileged Greek social strata, the increasing of their proportion in student population is very relative, since we do not possess similar statistical data for the masses of Greek students (19). Many of them go abroad for having failed Greek entrance exams. Most of these students belong to the privileged category because they can pay the high cost of living and sometimes high tuition fees, too. It is worth examining the social status of different university schools and faculties and to proceed in analytical statistics. Some data since 1981 shows that the inequality is manifested in a way of "preference" that makes some faculties of high prestige and the rest as faculties of low prestige. The recent increase of student enrollment in technological institutes that are usually devaluated in terms of social prestige, reveal once more this distinction.
Another statistical data also coming from 1992 (20) reveals that the general percentage of University students that repeat their year at least once, is 37,3% of the total number of student population and this percentage is unequally distributed in all 17 Universities at work in Greece. More prestigious Universities have smaller ratio than the general and less prestigious larger that exceeds 65,5%! All this population of eternal students that increase the total number of student population at Universities up to 360.000 (3,3% of the total population of the country) manifests the difficulties of socially disadvantaged to continue and finish their studies while they work to earn their living. It wou1d be interesting to compare the proportions of high class children to lower class through these two categories of normally attending and eternal students. Then the results would show how superficial is to feel glad if the ratio 8/1 of sixties ameliorated to 3/1 at seventies.
In conclusion, democratization in education cannot be measured neither by numbers of students nor by simple classification of parental jobs. There is not any change in educational inequality at the depth, except of the real gender equalization to the attainment and access in University due to the recent phenomenon of women liberation and emancipation in Greece. The increase of student population in absolute numbers cannot persuade anybody that the real educational level of the population has improved. Of course, there are more representatives of many professions that need studies, than before, but the devaluation of Lyceum degrees leads to an analogous devaluation of University degrees. It seems as if the total criterion that defines the value of a diploma is not the scientific work done in the establishment from which it was delivered, but rather the possibility that the owner of this diploma has to find a high-prestige job. The state has institutionalized the decrease of auto-selection by abolishing exams between primary and secondary education since the 1979 reform of nine years compulsory education and mostly by abolishing exams from compulsory to non-compulsory school. Thus, everyone can continue his/her education theoretically on to the non-compulsory school.
What is the meaning of best selection in our days? Nobody can predict or calculate in advance if better scientists will emerge by a so-called system of best selection. Many proposals for institutionalization of private higher education (21) still wait since state cannot risk public impatience with obvious political cost. The slogan of the sixties "education for everybody" seems today in the era of computer networks rather naïve. What will be the difference for the wealth of a nation if the total of its population is overeducated and unable to develop the country's natural sources and primary production? Greek society has been always, through its History, highly competitive but rather in commercial terms. Now it risks turning its competitiveness in the chase of a public post and the only production will be administration paper-production. It is not unemployment but side-employment of graduates (who claim to be scientific but are rather not) that represents the country's biggest problem. In the future Greek universities will provide diplomas to everybody but of the "lowest possible effort" but the absolute devaluation of these diplomas will not give their owners any prestige at all. The cost for the instruction of practically everybody will burden the state finances and the profit will be null. Not can an educational system provide the needed cultural capital that will compose in long term the cultural tradition of a nation. Also not a mentality can be unless if faced with the laws of the free market that will give priority to the privileged and turn the rest to manual workers or “intellectual proletariat of the 21th century !
CONCLUSIONThe so-called cultural capital creates a certain mobility of social status in Greece but it does not reproduce any class inequality because it is reproduced by itself in financial terms. The social result of this paradox is the creation (mostly in two younger generations) of masses of honorable but poor graduates. It is doubtful if cultural capital accompanies a person during all his life in our days because changes and evolutions do not permit the maintenance of the same post for ever. The Weberian status-society can last only one decade more. Not a school or University can provide prestigious material called cultural capital. Families also transmit it with relative larger difficulty than before. The huge middle class that emerges is not a class of socio-economic terms but of cultural terms. It is the class of sub-culture influenced by the messages of mass communication. The morality of this new culture will be proved more important in the future, than the "knowledge" provided by schools. The teacher that will instruct the youth of the future will probably never enter in a school class. The crisis of the educational system characterized by an inflation of students, reflects nothing more than the crisis of a whole society in search of its "identity".
The penetration of profit-oriented private education via high technology promises, increases competitiveness in Greece concerning hopes and expectations for a better social status. The selection is reorganized in new terms and concerns mostly University qualifications that give access not only to academic but also to occupational achievement. Greece is far than the developing rural country of sixties and seventies and its entrance in the European Community since 1981 has already orientated many young people towards an international career in Europe and the US. The class stratification changes motivation and is reoriented to values rather technical than academic. The status of a person willing to achieve is a combination of high prestige post accompanied with high resources. The role of state seems weaker concerning all these evolutions and Greek society is found in the crossroad of a legislation that will allow private universities to deliver diplomas in Greek natives in Greece from September 2007. The future remains obscure for a society that chooses, for reasons of prestigious competition, to send almost all its children to the tertiary sector of occupation neglecting the primary and secondary sectors as low prestige.




Third part
The European dimensions of Education
The European program of long term education and vocational training can be summerized in the following 7 axes :
1/ Free circulation of students, young diplomees and trainees with a paralel autorization of their degrees.
2/ Continuous training of the labour personnel
3/ Programme of exchange of students among the member states (Erasmus)
4/ The impact of modern technologies on educational and training systems
5/Amelioration of the existing educational systems’ quality based on the cooperational improvement tecniques
6/ Promotion of the European dimension in education mainly through teaching of languages (Lingua)
7/ Exchanges of young people ( Youth for one Europe)
The advantages of these 7 directions or axes are the Standardisation of iniciatives and institutional coordination. Furthermore integration of policy and avoiding of fragmentation of efforts by exact timetables of action and collaboration of many involved social institutions. Finally, a constant evaluation of these methods can be possible aiming to the improvement and amelioration of the tecniques applied.

The consequesences of these ambitious targets can be summarized in the following :

a/ Human capital development concerning the needs of national and local economies in both the public and private sectors.
b/ Quantitative development of the educational and training means addressed to more and more young people.
c/ Assurance of the continuity of this educational and training process
d/ Cooperation of various agents such as municipalities, private companies etc on the investment and absorbion of the funds needed.
e/ Interdisciplinarity of the educational and training systems.
f/ Equality of gender and races ( mainly by introduction of multicultural education)

Concerning the last and maybe most anbitious target, the attended consequences can be :

Social integration of immigrants
Transforming society toward greater social and cultural inclusion.
Empowering multicultural competences by means of education
Cultural diversity and plurality as ethical and moral questions

We will examine in the following pages more analytically the European multicultural policy as applied in Greece.


Multicultural Educational Approach of the Greek State
Educational systems constitute 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 system 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’s BC 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.




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 1993; 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 (Georgas et.al.1993).
In sum, the Greek educational system has to turn from its "introversive" orientation to a more "extroversive" 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 multicultural 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. The purpose of all studies relative to this important topic must focus on the demonstration of how national ideologies as carried officially by the state, have over time influenced various settlement policies related to immigrant minority populations and refugees as well as how these national ideologies have approached the crucial theme of multicultural education.






Evaluation methods in education and the sad paradigm of the Greek case.

The degradation of the role of the teaching stuff in the Greek educational system is greatly due to the impossibility of the state to evaluate in the short, middle and long term the teaching achievement of its educative personnel, mainly in the public sector (since the private sector has other commerce orientated criteria). The mean reason of such a miserable condition is due to the negation of the syndicates representing teachers to accept any evaluation or control of the quality of their work under the pretext that the committees of evaluation could be the most probably meritocratic aiming to the unfair judgment of those who are not well accepted by the “system”. The same is in the tertiary sector of education that pretends to keep its autonomous uncontrollable way of existence even if almost all funds are coming from the state. Here, the influence of the old clientelism in the politics is obvious but the microbe has passed also to the students’ evaluation systems that are not successful since nepotism and a system of privileges can always find genuine techniques of their reproduction. The newly introduced system of admission exams of young graduates for the public sector (ASEP) as an effort to combat meritocracy and favor of personal interests, fails by its own means used in the examination of candidates ( of whom only a 5% succeed due to limited posts available). The memorization skills asked are not representing the scientific needs of a so called “society of knowledge” and the whole system of selection reminds a pupils exam in geography of first class.

Its worth noting that both systems of unfair evaluation and clientelism are old systems of Greek politics and their effects still influence in a very negative way Greek education in all levels. The final consequence is the degradation of studies by simplification of progress exams and this fact cannot support anymore the high competitiveness of the European model of Society of Knowledge. Unless Greece will change its anachronistic techniques of mutual interests in its political system of elections and the negative role that the political parties play in order to satisfy their electors-clients , the final victim will be always the low quality educational system. The introduction of the private initiative in the field of higher education under the pressure of Europe might solve partly this impasse but the quality of the educational system as a whole remains greatly on the evaluation techniques that al educational agent private and public could develop in the future. If the recent students’ unrest regarding the recognition of private institutions of the higher education, is due to the “ fear ” of a possible evaluation under the strict laws of the market and private interests , then the conclusion could be very negative as regarding the mentalities of Greek youth not willing to follow the technological challenge of the 21th century in the frames of the so called European integration. The recent paradigm of the function of the Open University in Greece at Patras addressed mainly to post graduate students
( private institution with fees of distance learning) proves that since 1998 many candidates demand an admission to this modern system of teleducation. Other institutions as the central university of Athens follow the challenge by delivering certificates of training and specializations to the undergraduate students mainly in the field of finances.

Evaluation of European Educational programmes as applied in Greece
Older European programs related to education and training such as Comett, Science, Petra, Eurotecnet , Socrates, Lingua, Erasmus, contributed more or less to the training, mobility and studies of students and teaching personnel of European universities, but Greek participation or absorption of the European funds was under the estimations at a period of 10 European states-members attaining 3% of the overall European funds, a percentage not satisfactory. Today most of the programs concern technologies of information, energy systems, nanotechnology, ecosystems and global change. Fewer programs concern human resources and mobility as well as citizenship and governance. There is a turn to the technological orientated programs from the humanitarian education. However, Europe discovered two important truths in the recent years of the early 21th century:
1/Not any technological and financial development is unlimited(hence the application of the new term sustainability)
2/Not any amount of information can attain an analogue amount or quality of real knowledge.
The strong points of European programs in all these years have been mainly the evaluation techniques introduced to many aspects of education and training but to its very programs themselves. This fact presupposes rational choices of actions and methods of the researchers and administrative personnel of the European Community and also a good organization and coordination in all innovative actions. This can be named progress because is leading to political stability and abolition of past prejudices and fanaticisms. The target put in Lisbon European Council in March 2000 for growth and more jobs providing equal opportunities for all till 2010 leading finally to the greatest possible social cohesion. The question is if full employment rate (up to 70%) is a real prerequisite for this much expected greater social cohesion. The cultural parameters are very difficult to be estimated here. Education is one of the cultural parameters even if turning to a technological orientation recently. Education has still its humanitarian character and it is not a strict technological application. Society of knowledge means much more than its former inadequate term (society of information) introduced by enthusiastic technocrats who dreamed of …inventing America through informatics science. Also, competitiveness is a financial term and cannot be applied to the cultural field since culture is a very important composite of social equilibrium and cohesion.
There is an ambitious European fund called Globalisation Adjustment Fund (EGF), which aims to help workers made redundant as a result of changing global trade patterns to find another job if possible. This is an indirect proof of the economical and social cost that Europe is obliged to pay due to the new globalization techniques especially in industry and commerce. If there are some who are beneficiated from the much expected openness of the markets, there must be solidarity to those who face really the sudden shock of losing their jobs. This new program starting from 1 Jan 2007 can fund active labour market policies focused on helping active workers to change a job adapted to the new technological trends and needs. This seems not to be related directly to the unemployment problem of youth, but the reality is that youth risk more to find a job much different from their qualification of studies than older workers to lose an existing job. This SHADOW OCCUPATION of youth is not cured by the facilitation of mobility, but maybe is aggravated after the opening of the frontiers and the markets to the new global reality. When Europe evangelises mobility as the remedy of all evil, considering it as a high contributing factor for greater cohesion ( by transparent recognition of diplomas, qualifications and periods of study in different European states), the point is to find if in the real life this abolition of the role of the ancient nation-state will open new horizons to the youth or if it will create different strata of privileged and excluded professionals who must compete in the dramatically changing tertiary sector of occupation. Also the facilitation of multiple languages learning can remind in theory a model of encouraging cultural diversity, but in reality it could lead to the learning of a dominant language much more used practically in every branch of life than others which will decline culturally due to their impossibility to compete. Here, a technologically privileged language (such as is already English) risk to condemn many other languages with former rich cultural tradition to decline. A decline of a national language and consequently its national culture is a very heavy cost to pay in the name of free competitiveness and financial development. But the major problem of course is this globalization or homogenization of culture that kills all cultural diversity and provokes unpredicted human reactions such as racism, xenophobia and aggression.

Final summary

Youth policy in Greece is faced with various problems the majority of which are not uncommon to the European countries. The search for decisions through the orientation to educative programmes, free time activities, labour training programmes, multiculturalism, youth participation in peace activities ( youth peace movement), is worth nothing. The practical application shows the scale of the change, which is imperative in overcoming the residual paternalism of the elder generations and all relative pessimism. Fresh ideas need to be applied and the term JUVENILISATION of youth policy cannot mean but the influence of the youth to the elder generations deciding and applying this policy. Participation of young people offer more opportunities than problems; youth policy and its funding has to be in balance with this reality. The trial and error method seems impossible to avoid. This emphasises the importance of exchange of experience and information. Greater attention to the process of increased European cooperation must be paid. What are the expected consequences of this process on youth education, employment, and leisure. How does it relate to the prospects of ethnic minorities young migrants and low qualified youth for participation in society.

Consciousness of belonging to Europe and considering all of Europe as the natural, boundless arena for operations is a new development rising from the political and economic processes of integration. This development is not only the formation of a widening political unity or the introduction of the Euro, but involves a cultural process as well which comprises a certain level of consciousness. The formation of such consciousness requires a process of overcoming ethnic stereotypes, violent nationalism and chauvinism. The new attitude of acceptance of other countries and nations in Europe as equals will inevitably influence internal relations toward accepting foreign migrants and also
ethnic minorities in your own country as equals.

Social activeness of young people is a new prerequisite of the coming age. The new youth policy should place a stake on participation understood broadly as social and political practice realising youth innovation potential. This is a policy concerned with the self-realisation of youth and an appeal to the creative abilities of youth - both as individuals and as groups. Youth participation is a general change of the contents of youth policy which involves all
young people and is directed towards all of them. With not youth participation all directives and programmes are condemned to fail. If in modern democracies the introduction of pluralism created unfortunately a mass society, it is the task of youth to redefine the role of the mew European citizen or the citizen of the world(cosmopolite).

The challenges of the future can be met only by people with a high civic consciousness – active engagement in the
solution of the major local, national and European problems. Europe’s programmers for youth activities and education must realize that the cultural aspect is the same important as education and vocational training. A healthy equilibrium between these factors can eliminate the stress that youth face under actual social conditions. Only politics freed from paternalism and meritocracy can ease the formation of a developed common consciousness of civic responsibility among the new generation. Youth have to feel what social justice can be in the everyday life. Traces of paternalism are found not only in the traditional ideologies but also in many assumptions underlying youth policy. The feeling of responsibility for social problems and the readiness to involve in their combating are very important attitudes in view of the current social transformation - an important area of work for the non-formal educational sector - including (voluntary, independent) youth organisations. Finally , private interests cannot replace totally the role of the state due to their inhuman competitiveness starting from the field of education. The mentality to face a student as a client does not advance the idea of a universal and fair education for all. Chances must be offered to all, even to the children of immigrants and national minorities people and the free choice of the youth interested is a part of the game of an open democratic system with no restrictions. Schools and universities can learn how to auto administrate their plans and funds. The trend for a mass education must find finally its qualitative meaning. Science and crafts must learn how to coexist. Not everybody can be a scientist, but everybody even the less privileged youth of the immigrant parents, working in the industry must have a satisfactory level of formal education.









NOTES
1. Aristodimou,D, 1988.
2. Robert P-: "The role of cultural and material resources in the status attainment process. The Hungarian case" 12th World. Congress of Sociology, Madrid,1990.
3. Bialecki I&Heyns B, Educational inequalities in post war Poland,XII W.Soc Congress, Madrid,1990.
5. Sournelis C. & Psacharopoulos G.
6. Katsillis For an empirical study of student attending Frontistiria in Greece see Kassimati K, : Results of student questionnaire", Athens,1977.
7. Lampiri - Dirnaki J, 1983.
8. Kazarnias A, & Psacharopoulos G, 1985.
9. Jafetas G. & Jougas J, 1990.
10. Tsoukalas C, 1975.
11. Larnbiri-Dimaki J , 1983.
12. Tsoukalas C, 1975.
13. Bottomore , Elites and society p.17 Pelican , London 1966.
14.Larmpiri-Dirnaki J , 1983.
15. UNESCO : Statistical Yearbook,1974.
16. Tsaousis D, Human society,p.572,Athens, 1987.
17. Lampiri-Dirnaki J, 1983.
18. Kazarnias A, & Psacharopoulos G, 1985.
19. Psacharopoulos G, 1989.
20. Greek Press,(VIMA, Sunday, June 21,1992).
21. Psacharopoulos G, 1989.



GREEK LITERATURE
A/ On inequalities of the greek educational system
Aristodimou D, The system of values and the profession selection :The Greek case,Unpublished study,Athens,1980.
Fragoudaki A, Sociology of Education, Athens, 1985.
Jafetas G and Jougas J, Demographic and Socioeconomic characteristics in Greece, in "H.Education" Athens, 1985.
KazamiasA.& PsacharoooulosG, Education Development and Socioeconomic study in H-Education, Athens, 1985.
Milios, Education and Power, Athens, 1986.
Psacharoulos G, Achievement and chances equality Education, in "Economic Courier" June 29, Athens,1989.
Tsoukalas C,-Dependence & Reproduction, the social role of the educational mechanisms in Greece (1830-1922), Athens, Themelio, 1977.
B/ On multicultural Education
Damanakis M, Migration and Education, Athens, Gutenberg, 1987.
Damanakis M , Homogenic students in Greek Universities , Athens, Smirniotakis, 1993.
Damanakis M , Education of Greek returning students and foreign students in Greece, Athens, Gutenberg,1997.
Georgas D , & Papastylianou A, Acculturation of Pontians and North Epirotes in Greece. Psychological proccesses of adaptation, Athens, GSHA, 1993.
Gotovos A , & Markou G, School integration of returning students: Problems and perspectives, Athens, (Ministry of Education -UNESCO), 1984.
Kanakidou H, Education in the Muslim minority of Thrace, Athens, Greek Letters, 1994.
Karavasilis G, Factors influencing achievements of returning students, Athens, Economikon Vima, 1994.
Kasimati K et.al, Pontian emigrants .from the former SU. Their socio-economic integration,Athens, GSHA (General Secretary of Hellenism abroad) , 1992.
Legislation 1975 of 22/11/91 on labour and residence of foreign immigrants and refugees in Greece, Govermental Gazette, A 184/22.11.1991.
Legislation 2413 of 17/6/96 Greek Education abroad, Cross-cultural Education, Govermental Gazette, 124/17.6.1996, Vol 1.
Markou G, Introduction to the Intercultural Education, Athens, Personal Edition,1995.
Massialas V, The education of Greeks in America. From assimilation to the cultural pluralism, Nea Paedia vol 40, pp 33-48, Athens, 1996.
Touloupis D, School achievement and integration of returning students in Public Elementary Schools, Journ. Eleuthero Pedagogiko Vima vol. 2,3,4 , Athens, 1994.

INTERNATIONAL LITERATURE
A/ On inequalities of educational systems
Boudon R, L' inegalite des chances- La mobilite sociale dans les societes industrielles, Paris, A-Colin, 1979.
Bourdieu P.& Passeron J,: The production of Education society and culture, Sage Publ.,1977.
Bourdieu P, Les Heritiers, Paris, 1964.
Di-Maggio P,Cultural capital and school success, A.S.R.47 (p.189-202) , 1982.
Di-MaggioP.& Mohr G, Cultural capital, educational attainment and marital selection, A-J.S. 90(p.1231-61),1985.
KatsillisJ.& Robinson R,Cultural capital,student achievement & educational reproduction in Greece,ASR 55,1990.
Lampiri-Dimaki I, Social Stratification in Greece , Ed. Sakkoulas, Athens, 1983.
Mare R, Change and Stability in Educational Stratification ASR (pp.72-87 ), 1981.
Robinson B.& Garnier M, Class reproduction among men and women in France, AJS 91 (pp. 250-80), 1985.
Weber Max, Economy and Society, N.York, Bedminster, 1968.

B/ On multicultural Education
Auernheimer G, Einfuehrung in die interkulturelle Erziehung, Darmstadt,Wissenschaftlische Buchgesellschaft,1990.
Damanakis M (a),Greek teaching material abroad European, Journal of Intercultural Studies, vol 5.2/94 (pp.35-46).
Damanakis M (b), Die interkulturelle Funktion des Muttersprachlichen Unterrrichts in Luchtenberg S& Nieke S, (Hrsg ): Interkulturelle Pedagogik und Europaische Dimension, Munster/New York , Waxmann, 1994.
Hohmann M. & Reich H, Ein Europa fuer Mehrheiten und Minderheiten. Diskussionen um interkulturelle Erziehung Munster/New York, Waxmann Wissenschaft, 1989.
Reich H , European and Intercultural Education . An unbalanced pair, Presentation in the 7th Congress of the Paedagogical Society of Greece in Rethemnon, Creta, 1995.
Smolicz J Multiculturalism and an overarching of values : some educational responses for ethnically plural societies. In Borelli M & Hoff (Eds.) Interkulturelle Pedagogik im internationalen Vergleich, Interkulturelle Erziehung in Theorie und Praxis, Band 6, Baltmannweiler Verlag, 1987.