Abstract

There has currently been much discussion on ‘interculturality’ and Intercultural Education policy in Greece, and issues of inclusion, diversity and achievement have become a powerful agenda for change in Greek education. Nevertheless, ‘mainstream’ education still follows an assimilationist model for a school population of diverse cultural backgrounds. Meanwhile, Schools of Intercultural Education in Greece, established in 1996, seem to offer a new form of public education to ‘minority’ pupils. Following the aforementioned rationale, this presentation aspires to offer more insight into methodological and ethical issues in intercultural educational research involving ‘human subjects’ while exploring how ‘interculturality’ is addressed and developed in this kind of school in terms of teachers’ perspectives and practices, and how these teachers experience education policy.