Management Practices in School Practice
In today's Greek elementary schools, classrooms have transformed into vibrant spaces of cultural and linguistic interconnection. Children from various countries and cultural backgrounds meet, interact, and learn together, creating a new educational reality. The management of this cultural and linguistic diversity represents one of the most important challenges and opportunities for the modern Greek school.
Research shows that the daily practices of teachers and immigrant children interact and influence both attitudes and assessments as well as teaching and learning outcomes 1 . This article examines practices for managing diversity in school practice, offering a transparent picture of the capabilities and challenges that characterize the intercultural school.
of educators view multiculturalism positively
express need for training in intercultural education
Existing assimilationist trends set the rules and permeate daily practices in the majority of school classrooms 1 . As a result, children's ethnic background and length of stay in Greece play a significant role in their acceptance by school environments and their academic achievement.
Linguistic diversity constitutes one of the main challenges facing today's schools. Many children with immigrant backgrounds have limited knowledge of the Greek language, which creates problems with integration and their learning progress 9 .
Educators recognize that the educational capital of all students is equal and show respect and acceptance for immigrants' right to maintain their own cultural identity 8 .
A recent study conducted in Crete represented a systematic effort to investigate educational practices that enhance intercultural communication in the classroom 8 . The study used quantitative methodology with a questionnaire as the tool, completed by 170 educators of various specialties in elementary education from the prefectures of Chania, Rethymno, and Heraklion.
Quantitative study with 170 educators from Crete using SPSS for statistical analysis.
The research results showed that educators perceive and interpret the educational challenges of multiculturalism in a positive way, providing opportunities for social learning for both students and educators.
| Parameter | Percentage (%) | Comments |
|---|---|---|
| Positive perception of multiculturalism | 78.5 | Educators view diversity as a learning opportunity |
| Recognition of equal educational capital | 85.2 | Believe all children have equal learning capabilities |
| Respect for cultural identity | 81.7 | Respect the right to maintain cultural identity |
| Need for training | 92.3 | Express need for training in intercultural education issues |
Educators working in multicultural classrooms use various teaching practices to manage cultural diversity. The most common of these are dialogue, collaborative group teaching, project work, theatrical play, and differentiated instruction 9 .
The use of literature with diversity references constitutes another important practice that can help promote intercultural understanding 3 . Literature can be used as a means to familiarize students with different cultural perspectives.
| Practice | Description | Advantages |
|---|---|---|
| Collaborative learning | Students from different cultural backgrounds collaborate | Promotion of mutual understanding and social skills |
| Differentiated instruction | Adaptation of teaching to each student's needs | Equal learning opportunities for all students |
| Use of literature | Use of texts with culturally diverse themes | Development of empathy and understanding of diversity |
| Intercultural projects | Research projects on cultural diversity topics | Critical thinking and development of intercultural competence |
To effectively respond to the challenges of the multicultural classroom, educators can rely on a set of tools and strategies:
Material that reflects cultural diversity and promotes equality 3 .
Techniques that encourage cooperation between students of different cultural backgrounds 1 5 .
Model based on Lipman's ideas, where the classroom functions as a space for shared research and development of critical thinking 5 .
Adaptation of teaching to different needs, abilities, and cultural backgrounds of students 9 .
| Tool/Method | Purpose | Application |
|---|---|---|
| Observational methods | Recording of school practices | Observation of interactions in multicultural classrooms 1 |
| Questionnaires | Collection of educator views and attitudes | Study of perceptions about cultural diversity 8 |
| Semi-structured interviews | Exploration of educator experiences | Understanding challenges and management strategies 9 |
| Action research | Development and evaluation of practices | Design of intercultural interventions 5 |
Despite educators' positive attitude, research revealed significant obstacles in managing cultural diversity. Educators are not adequately trained to manage a multicultural classroom but consider their training in intercultural education issues very important 9 .
Additionally, there are deficiencies in the Priority Education Zones (ZEP) structures, which are intended to support schools with high percentages of students with immigrant backgrounds 9 .
The management of cultural and linguistic diversity in Greek elementary schools constitutes an ongoing process that requires collective effort from all actors in the educational process. Research shows that, despite challenges, there is growing awareness among educators about the importance of intercultural education and a willingness to adopt inclusive practices.
Depends largely on the development of integrated strategies that will include:
Cultural and linguistic diversity in Greek schools should not be considered a problem, but as a valuable source of wealth that can enrich the educational experience of all students. With appropriate practices and resources, the Greek school can transform into a space of genuine intercultural encounter, where diversity is celebrated as a source of learning and growth for all.
References will be added here in the appropriate format.