Διδασκαλία για τη συμπερίληψη του 'άλλου' – Εμπειρίες και αποτελέσματα από την εφαρμογή μιας διαπολιτισμικής έρευνας δράσης σε δημοτικό σχολείο

Abstract

The Research has amply demonstrated that children coming from a migrant background run the risk of school marginalization and drop-out. This situation calls for the formation of a teaching-learning environment that addresses in a positive way the cultural and linguistic diversity in schools. A prerequisite for the success of such a pedagogy recommends exploring the perceptions of students about relations between ‘identity’ and ‘otherness’ aimed at reflection and weakening of ethnic bias. Classroom management as a community of inquiry (Lipmann) can contribute to achieving these objectives, especially the development of students’ intercultural competence. This is the framework of the design and implementation of an intercultural teaching in a Primary School multicultural classroom. According to the results of this action research, part of which are presented in the current paper, the systematically oriented to the principles of interculturalism school teaching can actively engage students, natives and immigrants, in processes of reflection of ethnic stereotypes and positive meaning to the personal perceptions and attitudes change towards ‘others’, which originally functioned as obstacles to the development of an intercultural sensitive optics.