Eureka! Institutional Repository

The influx of a multitude of refugees and immigrants into Greece has altered the status quo of the society, which is transforming into a multicultural one. For this newly-created society to function in accordance with democratic principles, it is necessary for it to offer equal opportunities for education to all citizens. Thus, they will enjoy equal acceptance and they will feel that they live under the rule of law, natives and foreigners alike. The new realities have caused the imperative need for educational policies to be reformed with a view to eradicating outbreaks of social denial, racism, xenophobia and the like, i.e. anything emanating from prejudice. Taking the changes happening into account, the school as a pillar of the society plays a pivotal role. New multicultural curricula and innovative methods of teaching ought to be introduced; plus, schools ought to be open to alien cultures. This paper outlines the skills and traits of interculturally competent teachers and seeks to establish whether these characteristics are consistent with the legal framework and the experience of teacher practitioners in Greece, and to what extent this is the case. A teacher is supposed to develop a thorough understanding of cultural diversity and the multicultural society; he or she is also expected to be gifted with qualities and features that contribute to a constructive, peaceful co-existence in a multifaceted cultural and social web. Further, teachers should be capable of co-operating with colleagues, pupils’ families and state-run or private bodies in a productive, constructive manner. Long-term adaptation while in service is required to leverage the teachers’ professionalism, so enabling them to implement intercultural education. Hence, pupils will turn into citizens infused with the principles of accepting and respecting diversity, and appreciating the cultural heritage each people bears.