Intercultural dimensions in the (new) curriculum of Cyprus: the way forward

Abstract

In 2010, the Ministry of Education and Culture (MEC) in Cyprus introduced a ‘new’ national curriculum for all public schools of the Cypriot republic. The overarching purpose of this study is to examine how the ongoing educational reform in Cyprus could set a different ideological framework, within which intercultural education may be developed and implemented. To this end, it provides a number of important insights into the intercultural dimension of the ‘new’ national curriculum by exploring the formal and the ideological levels of the curriculum. More specifically, it indicates the ways in which the ideological curriculum has been formed by the complex and often counteractive discourses of monoculturalism, multiculturalism and interculturalism due to the socio‐historical context of Cyprus. The conclusions of this study assert that further research should be conducted to examine the implications pertaining to teachers’ practice and student learning with regard to intercultural education.

Listening to children’s voices on intercultural education policy and practice

“…Hajisoteriou, Neophytou, and Angelides (2012) argue that intercultural education is mediated through the notions of the 'democratic and humane school', which are set to be the cornerstones of the 'new' curriculum. Arguably, we can still not examine its impact on educational practice in Cyprus.…”

The perceptions of high‐level officers in Cyprus about intercultural education and their underlying assumptions

“…Not only were they able to define intercultural education as an effective medium to foster equality, justice and mutual respect but also they were also able to recognise the dangers of perpetuating categorisation within the intercultural model. Thus, their definitions were mostly focused on the notion of the humane and democratic school, which À in the case of Cyprus À as Hajisoteriou et al (2012) argue, appears to be an overarching conceptual framework incorporating inclusion, recognition of diversity and equality in opportunities in terms of educational outcomes. In addition, all interviewees were aware of the functions and processes embedded in the implementation of the curriculum, acknowledging the hidden and the informal curriculum, the systemic inefficiencies and weaknesses.…”

“…As Hajisoteriou, Neophytou, and Angelides (2012) argue educational policy documents and the new curriculum of Cyprus, fail to use consistent language and provide clear definitions about the notions of intercultural and/or multicultural education. In the absence of a concrete and concise meaning about these terms, high-level bureaucrats are not just expected to implement a given policy.…”

The politics of intercultural education in Cyprus

“…Discourses of intercultural education appear to emerge in the 'new' curriculum. Hajisoteriou et al (2012) argue that intercultural education is mediated through the notions of the "democratic and humane school", which are set to be the cornerstones of the 'new' curriculum. As defined in the official curriculum, the democratic school is a school that includes and caters for all children, regardless of any differences they may have, and helps them prepare for a common future.…”