Course Information
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorDimitrios Zachos
Course ID80003704

Programme of Study: Master’s Degree Programme in Education (2013-today)

Registered students: 8
OrientationAttendance TypeSemesterYearECTS
Society, Education, and PedagodyCompulsory Course belonging to the selected specialization (Compulsory Specialization Course)3210

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Type of the Course
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Examination)
General Prerequisites
Having basic knowledge on issues relating to contemporary multicultural societies, as well as to the educational approach concerning them, is an important prerequisite for the course.
Learning Outcomes
The purpose of this course, is to explore the relationship between multicultural society and education. Students will examine, analyze and critic various approaches, theories, terminology and practices of multicultural / antiracist / intercultural education. The analysis will be based on an examination of the influence factors such as class, ethnic / cultural / national origin have in education. Students will also investigate the way in which changes in theories, in law and in social perceptions and attitudes influence the education of "different" groups and individuals. By the end of the module, students are expected to: Α. Knowledge & Understanding 1. Be familiar with the problems relating to the multicultural society and its relationship to education. To develop their knowledge of core concepts and selected issues of the specific academic discipline. 2. Be aware for the latest developments in economy, politics, society and education, concerns equality in modern multicultural societies and be able to recognize and interpret the various relevant ideological analyzes that take place in the Media, political manifestos, legislation etc. 3. Be able to describe and analyze the different models concerning the issue of social integration of the 'different' individual and groups in the “host” societies, as well as the corresponding models of educational integration. 4. Recognize the effects of stereotyping, discrimination, oppression and racism in school and in society. 5. Along with the theoretical production, students will acquire the knowledge and skills (time management, teamwork, analysis, synthesis and summary data presentation techniques) to conduct scientific research in the specific scientific area. 6. Be able to analyze, critically understand and evaluate: a. The concepts of equality and social justice in education b. The policies implemented to address the educational challenges posed by social inequality Β. Skills and Abillities 1. They have completed the study of a series of articles and books of the specific scientific area. 2. Be able to develop opinions, which will support and document using the relevant theory. 3. Be able to criticize the approaches concerning the relationship between multiculturalism and education. 4. Be able to challenge dominant, mainstream attitudes and practices. To think outside the "box" and develop opinions and approaches, which will be able to support using appropriate theories. 5. Understand and be able to support that all the students have right to high quality education. 6. Be able to analyze the educational policies, in light of equality and social justice theory, as well as to recognize the practical issues related to multicultural / Anti-racist / intercultural education. 7. Acquire the capacity of a rhetoric, appropriate for their arguments. 8. Acquire the capacity for critical reflection of new knowledge in order to promote understanding of diversity . 9. 9. Be able to carry out a survey and write it to the show . 10. Be able to utilize research strategies and techniques to: a. To explore the circumstances that defines the education of the "different" groups & individuals b. Implement multicultural / antiracist / multicultural classroom strategies c. c. Combine theory and empirical data, so as to play a leading role in education for the promotion of intercultural pedagogy
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The module will begin with an introduction concerning to its pattern and evaluation. This will be followed by the negotiation of the key terms of the multiculturalism scientific area (culture , identity , minorities) . Then students will investigate / analyze / critically commented the following topics: 1. Nation, Nationalism, National Culture - National Education. 2. Political integration of ' different ' groups and education, Citizenship. 3. International, transnational organizations & associations, issues of the individuals’ and groups’ rights and the role of the school. 4. Interpretations of the concept of equality and equal opportunities in education & its’ impact on the school reality. 5. Management models of diversification of the student population. 6. Critique of Multiculturalism , educational policies and practices
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
Laboratory Work30
Reading Assigment30
Written assigments90
Student Assessment
The evaluation of students will be based on: 1. Critical comments on concepts, theories, and approaches of the given text (20% of the final score). Students are expected to participate in the discussions, study the material they assigned and fulfilling their respective tasks. 2. Completion and presentation of a small literature review (20% of the final score). Students will present a short bibliographical work on one of the course’s theme. 3. Research project report (5.000 – 6.000 words) (60% the final score). As it concerns the evaluation of the written work, this is based on the following criteria ([will be] exposed to the personal website of the teacher, as well as in the Blackboard): • Scientific adequacy (use of the sources, mentioning of different approaches, documentation, validity literature, scientific writing). • Development and structure of the text (adequate coverage of the object, correct structure, syntax, spelling and format of the text). • Review capacity (ability on composition & analysis, use of research data and sources, convincing arguments, creation of new questions).
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Formative)
  • Written Assignment (Formative)
  • Oral Exams (Formative)
  • Performance / Staging (Formative)
  • Written Exam with Problem Solving (Formative)
  • Report (Formative)
Additional bibliography for study
• Banks, A. J., 2004. Εισαγωγή στην πολυπολιτισμική εκπαίδευση. Επιμ. Ε. Κουτσουβάνου. Αθήνα: Εκδόσεις Παπαζήση. • Coelho, E., 2007. Διδασκαλία και μάθηση στα πολυπολιτισμικά σχολεία. Επιμ. Ε. Τρέσσου & Σ. Μητακίδου. Θεσσαλονίκη: Επίκεντρο. • Cummins, J., 1999. Ταυτότητες υπό διαπραγμάτευση-Εκπαίδευση με σκοπό την ενδυνάμωση. Ελένη Σκούρτου (εισαγ.-επιμ.). Αθήνα: Gutenberg. • Χάμπερμας, Γ., 1995, Προβλήματα πολιτισμικής πολλαπλότητας. Κίνηση πολιτών κατά του ρατσισμού. Η Ευρώπη αντιμέτωπη με το φαινόμενο του ρατσισμού. Αθήνα: Παρασκήνιο. • Μητακίδου, Σ. & Τρέσσου, Ε., 2007. Να σου πω εγώ πως θα μάθουν γράμματα. Τσιγγάνες μιλούν για την εκπαίδευση των παιδιών τους. Αθήνα: Καλειδοσκόπιο. • Modgil, S., Verma, G. Mallick, K. Modgil, C., 1997. Πολυπολιτισμική εκπαίδευση. Στο Ζώνιου-Σιδέρη, Α., Χαραμής, Π. (επιμ.). Αθήνα: Ελληνικά Γράμματα. • Siraj-Blatchford, I., 2012. Tα πρώτα χρόνια της παιδικής ηλικίας θέτουν τα θεμέλια της φυλετικής ισότητας. Μτφρ. Α. Χατζηπαναγιωτίδου & Θ. Αθανασίου. Θεσσαλονίκη: Επίκεντρο. • Ζάχος, Δ., 2007. Εκπαίδευση και Χειραφέτηση. Θεσσαλονίκη: Επίκεντρο. • Mitakidou, S., Tressou, E., Swadener, B. & Grant, C., (edit), 2009. Beyond edagogies of exclusion in diverse childhood contexts. New York: Palgrave Macmillan. • Sleeter, C. & Grant, C., 2003. Making choices for multicultural education. Five approaches to race, class, and gender (4th ed.). San Fransisco: John Wiley & Sons. • Sleeter, C. & McLaren, P. (edit), 1995. Multicultural education, critical pedagogy and the politics of difference. Albany, NY: State University of New York Press. • Sleeter, C. & Cornbleth, C. (edit), 2011. Teaching with vision. Culturally responsive teaching in standards-based classrooms. New York: Teachers College Press. • May, S. & Sleeter, C. (edit), 2010. Critical Multiculturalism: Theory and Praxis. New York: Routledge. • Sensoy, O. & DiAngelo, R., 2011. Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York: Teachers College Press. • Frattura, E. M. & Capper, C. A., 2007. Leading for Social Justice: Transforming Schools for All Learners. Thousand Oaks: Sage • Lumby J. & Coleman, M., 2007. Leadership and Diversity: Challenging Theory and Practice in Education. London: Sage • Fullinwider, R. K. (Edit), 1996. Public Education in a Multicultural Society. Policy, Theory, Critique. Cambridge: Cambridge University Press • Marshall, C. & Oliva, M., 2009. Leadership for Social Justice: Making Revolutions in Education (2nd Edition). Boston: Allyn & Bacon. • Ayers, W. C., Quinn, T. & Stovall D., 2009. Handbook of Social Justice in Education. New York: Rutledge • Buras, K. L., 2008. Rightist Multiculturalism: Core Lessons on Neoconservative School Reform (Critical Social Thought). New York: Rutledge. [ISBN-13: 978-0415962650 $47.95] • Gaine, C. & George, R., 1999. Gender, 'Race', and Class in Schooling: A new Introduction. London: Falmer Press • Rose, M., 2009. Why School? Reclaiming Education for All of Us. New York: New Press. • Au, W., 2009. Rethinking Multicultural Education: Teaching for racial and cultural justice Paperback. Rethinking Schools • Peterson, C., & Seligman, M. E. P., 2004. Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association. • Borg, C. & Mayo P., 2006. Learning and Social Difference. Paradigm Publishers • Darder, A. & Torres R. D., 2004. After Race: Racism After Multiculturalism. New York: New York University Press. • Castles S. et al., 1987. Mistaken Identity: Multiculturalism and the Demise of Nationalism. Australia: Pluto Press
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