Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece
International Journal of Elementary Education
Volume 4, Issue 2, April 2015, Pages: 35-40
Received: Apr. 1, 2015; Accepted: Apr. 6, 2015; Published: Apr. 18, 2015
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Ζoe karanikola, University of Patras, Department of Education and Early Childhood Education, Rion, Greece
Stathis Balias, University of Patras, Department of Education and Early Childhood Education, Rion, Greece
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This paper presents the results of a quantitative research conducted in the Aitoloakarnania Prefecture in order to investigate whether Primary Education teachers are sensitive towards pupils belonging to a cultural minority and whether their sensitivity is influenced by gender, time of graduation, education level, training, their experience in culturally diverse classes and their direct or indirect personal migration experience. The research results showed that the orientation of teachers seems to be at the stage of acceptance, the first of the three ethnorelative stages of Bennett, which reflects their ability to perceive diversity, to be open towards it, respect it and express curiosity to learn more things.
Diversity, Intercultural Education, Legislation, Nationalism, Intercultural Sensitivity
To cite this article
Ζoe karanikola, Stathis Balias, Teachers’ Intercultural Sensitivity Towards Pupils Belonging to a Cultural Minority: A Quantitative Research in the Prefecture of Aitoloakarnania, Greece, International Journal of Elementary Education. Vol. 4, No. 2, 2015, pp. 35-40. doi: 10.11648/j.ijeedu.20150402.13
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