The purpose of this research was to investigate the phenomenon of shadow education in Greece during the second decade of the 21 st century, focusing on the differences between formal and shadow education, the characteristics (of shadow education) and the reasons of its existence. The results showed that the liberalization of education during the recent decades was accurately implemented in the institution of shadow education. Knowledge is becoming a commercialized product and the choice for private education is made through private-financial criteria. Restrictive and maladaptive educational policies and decisions about the educational needs of Greek students exacerbate the purposes of shadow education development.

The school, as it constitutes a living organism of social interactions can contribute to the political socialization of students, besides the roles of cognitive and social development it already performs. The aim of this research project is the creation of a successful democratic school community. Within the theoretical framework or action research at attempt is made to connect the theory of symbolic interactionism and Critical Pedagogy. An individual team participated in action-research which comprised of teachers-researchers, researcherfacilitator and social partners consisting of pupils and their parents of a second grade primary school in Chania. For the data collection, the method of triangulation was employed using participatory observation, qualitative informal semi-structured interview and sociometry. Results showed that gradually, following a constantly redesigned intervention program, the interpersonal relationships of students were improved, democracy and cohesion in classroom were increased, political skills of some socially excluded students were slightly improved and strong leadership tendencies shown by some others were reduced. At the same time, through the research it was found that students can separate social from political skills.