Multicultural/Intercultural Education

Course Information
TitleMulticultural/Intercultural Education / Multicultural/Intercultural Education
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorAnastasia Kesidou
Course ID600018144

Programme of Study: Paidagōgikī Epistīmī: Eidikī Agōgī, Paidagōgikī tou Scholeíou, Synechizómenī Ekpaídeusī

Registered students: 2
OrientationAttendance TypeSemesterYearECTS
School EducationMandatory Elective Courses217.5
Continuing EducationMandatory Elective Courses217.5

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
General Prerequisites
The course will take place from March to June 2022 and will include lectures from members of the faculty of the School of Philosophy and Education as well as from other academic specialists. The course is open to MA and PhD students of the School of Philosophy and Education and other postgraduate students from Schools specializing in various aspects of pedagogy, students of the EDIC+ Universities Network, as well as all interested incoming Erasmus MA students who are spending a semester in Thessaloniki. It will create a platform for young educators and researchers from different European countries, who will be able to gain international academic experience, work together and learn from each other in a joint effort to take full cognizance of the essentials of an educational change, so that the aim of an ‘education for all’ can be realized.
Learning Outcomes
MA students will - understand the importance of the inclusion of the values of democracy, human rights and intercultural understanding in the educational policy and practice - identify main challenges and problems besetting the education of children with an immigrant or minority backgrounds (also in a comparative perspective according to the relevant research in their countries) - familiarize themselves with effective interventions and policies that enable minority students to enjoy equal opportunities and to benefit from positive educational outcomes - understand the challenges of the refugee crisis and the education of refugee children in Greece and in other European countries - realize the interdisciplinary (philosophical, sociological, legal, linguistic, etc.) character of the topic Multicultural/Intercultural education
General Competences
  • Apply knowledge in practice
  • 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
  • Appreciate diversity and multiculturality
  • 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)
Intercultural Education has been an issue of importance in Greek education since the 1990s, when Greece became a reception country for immigrants and when educational policy and research started focusing more on minority education as a whole. After the emergence of the economic crisis in 2009, as well as the dynamic appearance of an extreme-right extremist group in the political scene, it became evident that the very idea of intercultural education had to be reconsidered and linked to Education for Democratic Intercultural Citizenship in order to help fighting xenophobia, racism, chauvinism and euro-skepticism. The challenges presented to Greece and Europe by the recent refugee crisis, along with the necessity to uphold education viewed as a basic human right, to provide refugee children with equal educational opportunities and to develop inclusive schools and societies, also highlight the importance of linking Intercultural Education to Human Rights and Citizenship Education. The course will shed light on the above issues following an interdisciplinary and comparative approach. Apart from the lectures, students will also have the opportunity to take part in field visits and activities, in cooperation with civil society organizations. About the development and pilot implementation of the course: W. Veugelers (Ed.) (2019). Education for Democratic Intercultural Citizenship. Leiden: Brill/Sense ( Outstanding Book Award 2020 of the American Educational Research Association (AERA)/SIG "Moral Development and Education"
Multicultural/intercultural education, citizenship education, education for human rights, education of refugee children, education for all
Educational Material Types
  • Notes
  • Slide presentations
  • Literature list
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Use of computer, video projector, Internet, e-learning platform, Dropbox.
Course Organization
Reading Assigment903.6
Written assigments502
Student Assessment
Students are expected to actively participate in the teaching activities and field visits and to prepare a 2500(7,5 ECTS) or 5000(10 ECTS) word essay on a specific topic/research question (in English), in which they will take into account the relevant bibliography. The course has been developed in the framework of the Erasmus+ Programme "Education for Democratic Intercultural Citizenship+(EDIC+)". Each of the participating universities has developed a course in English within this topic. Attending two courses of the EDIC+ - MA Curriculum leads to an EDIC+ certificate. More information on EDIC+:
Student Assessment methods
  • Written Assignment (Summative)
Additional bibliography for study
Course literature/Indicative list ARSIS/Association for the Social Support of Youth (2019). Stories of People from the “Other Shore”. Thessaloniki: ARSIS. Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J., Nieto, S., Schofield, J. W. & Stephan, W. G. (2001). Diversity within unity: essential principles for teaching and learning in a multicultural society. Phi Delta Kappan, 83(3), 196-203. Retrieved from: Banks, J. A. & Mc Gee Banks, C.A. M. (Eds.). (2007). Multicultural education: issues and perspectives. Hoboken, N.J.: John Wiley & Sons. CBC Radio (2015). No one puts their children in a boat unless... Retrieved from: Delpit, L. (1995). Other people’s children: cultural conflict in the classroom. New York: The New Press. DOME Network of Ambassadors Report (2017). Refugee-led initiatives across Euromena: aspects of representation, ownership and empowerment, The DOME Project. Retrieved from: Dossou, K., Klein, G., Strani, K., Caniglia, E., & Ravenda, A. (2016). RADAR Trainees' Handbook: anti-hate communication tools in an intercultural perspective. Perugia: Key & Key Communications. Retrieved from: European Commission (2008). Migration and mobility: challenges and opportunities for EU education systems. Green Paper. Brussels: European Commission. Eurydice (2012). Citizenship education in Europe. Brussels: Education, Audiovisual and Culture Executive Agency. Coulby, D., Gundara, J., & Crispin J. (Εds.). (1997). Intercultural Education. London: Kogan Page. Heckmann, F. (2008). Education and migration. Strategies for integrating migrant children in European schools and societies: a synthesis of research findings for policy-makers. Report submitted to the European Commission by the NESSE network of experts. Retrieved from: Kesidou, A. (2019). Preparing educators and researchers for multicultural/intercultural Education. In W. Veugelers (Ed.), Education for Democratic Intercultural Citizenship. (pp. 148-165). Leiden: Brill/Sense. Lenhart, V. & Savolainen, K. (2002). Human Rights Education as a field of practice and of theoretical reflection. International Review of Education, 48(3-4), 145-158. McAllister, G. & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: a qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433-443. Morfidis, G. (2018). Could CIMIC foster the civil-military interaction in national response to refugee influxes? Case Study: the participation of the Hellenic Armed Forces in resolving the refugee influx in Greece 2016. Diavata Open Temporary-Accommodation Center (unpublished Master Thesis). Aristotle University of Thessaloniki. Retrieved from: Peonidis, F. (2013). Democracy as popular sovereignty. Lanham: Lexington Books. Peonidis, F. (2014). Citizenship. In H. ten Have (Ed.). Encyclopedia of Global Bioethics. Cham: Springer. Adamczak-Krysztofowicz, S. & Szczepaniak- Kozak, A. (2017). A disturbing view of intercultural communication: findings of a study into hate speech in Polish. Linguistica Silesiana, 38, 285-310. Tibbits, F. (2002). Understanding what we do: emerging models for Human Rights Education. International Review of Education, 48(3-4), 159-171. Tsitselikis, K. (2012). Old and new Islam in Greece: from traditional minorities to immigrant newcomers. Leiden & Boston: Martinus Nijhoff. Tsitselikis, K. (2018). Refugees in Greece: facing a multifaceted labyrinth. International Migration. Doi:10.1111/imig.12473. UNESCO (2011). Contemporary issues in Human Rights Education. Paris: United Nations Educational Scientific and Cultural Organization. Retrieved from: Veugelers, W. (2017). Education for Critical-Democratic Citizenship: autonomy and social justice in a multicultural society. In N. Aloni & L. Weintrob (Εds.). Beyond Bystanders (pp. 47-60). Rotterdam: Sense Publishers. Veugelers, W.(Ed.) (2019). Education for Democratic Intercultural Citizenship. Leiden: Brill/Sense ( Viviani, A. (Ed.) (2018). Global citizenship education, multiculturalism and social inclusion in Europe: the findings of the Project “I have rights”. Coimbra. Retrieved from:
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