The politics of intercultural education in Cyprus

Abstract

The main goal of this study is to examine the politics of the development of intercultural education policy in Cyprus. More specifically, it examines the content of intercultural policies developed by the state and particularly the Ministry of Education and Culture. In addition, the study focuses on the challenges that may impede the development and implementation of such policies. The analysis draws upon policy documents collected from the Ministry of Education and Culture and interviews carried out with Cypriot policy-makers. The Ministry has initiated an educational reform, including a reform of the national curriculum, leading towards a more intercultural orientation. Nonetheless, the findings of this research indicate there is a gap between policy rhetoric and practice.

Adult education and migration in Cyprus: A critical analysis

“…In other cases, the monocultural approach might be the basis of a relatively absence of AE policies that address migrant learners and migration; giving rise to a policy framework where adult migrant are left to their own devices without serious consideration on ensuring their equal access or promoting their participation in AE and training. There are currently no state-wide policies on AE in Europe that can be termed as entirely monocultural, however, countries such as Denmark and Cyprus are characterised by strong tendencies of monoculturalism (Hajisoteriou & Angelides, 2013; Horst & Thomas Gitz‐Johansen, 2010).…”

“…As Trimikliniotis and Demetriou (2015) underline, the integration debate has been relatively marginal in Cypriot policies on migration; the term ‘integration’ only began to appear in official policy documents for the first time in 2007. Up to this time, migrants were not even recognised as a group at risk of exclusion due to their temporary residence status (Hajisoteriou & Angelides, 2013, p. 104). The absence of an integration policy framework till the 2010s appears to mirror the failure to develop a coherent migration policy.…”

“…As other critical studies have already shown, however, the MoEC’s adoption of interculturalism can be considered as at best half-hearted or even as a reflection of its ethnocentric approach to ‘national education’. The Ministry has so far failed to even provide a concrete definition of intercultural education (Hajisoteriou, 2011 as cited in Hajisoteriou & Angelides, 2013) while as Gregoriou (2010) has convincingly argued the MoEC’s policies still adhere to monocultural notions of education, since policies conceptualise ‘cultural difference’ as an exclusive characteristic of migrant pupils rather than a process of intercultural interaction.…”

“…From this period onwards, an embryonic legal and policy framework has been developed aiming to promote inclusion policies for migrants and expatriates (Trimikliniotis & Demetriou, 2015). These inclusion policies have also given rise to debates on the introduction of multiculturalism in primary and secondary education and has concomitantly contributed to a growing academic research on the area (Angelides, Stylianou, & Leigh, 2003; Angelides, Stylianou, & Leigh, 2004; Hajisoteriou, 2010; Hajisoteriou & Angelides, 2013; Hajisoteriou, Neophytou, & Angelides, 2012; Hajisoteriou, Neophytou, & Angelides, 2015; Partasi, 2017; Trimikliniotis, 2004).…”

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

“…The 'new' policy directive aimed at creating an intercultural school that does not exclude but aims to promote immigrants' inclusion in the educational system and society of Cyprus. Research in the Cypriot context has indicated that although the MEC adopted the rhetoric of intercultural education, its documentation still failed to provide a concrete definition of intercultural education (Hajisoteriou, 2012b;Hajisoteriou & Angelides, 2013). The MEC declared its willingness to promote social justice in education, while eradicating stereotypes and prejudices (MEC, 2008).…”