Ελληνόγλωσση Διαπολιτισμική Εκπαίδευση στη Διασπορά: Ένα Σύγχρονο Πλαίσιο Εκπαιδευτικοπολιτικού Σχεδιασμού

Abstract

The present article examines the recently addopted legislation on Greek Language Education in diaspora (Act 4027/2011) and its implications in dveloping an inclusive intercultural policy and pedagogical practice. Language and cultural maintenance policies and programs are regarded by Greek policy makers and diaspora stakeholders as one of the most salient features in sustaining Greekness, even in its more symbolic dimensions. Greek public discourse on maintenance has shifted from ethnocentric views to more modernized rhetoric promoting reciprocity, intercultural interconnection and dialogue as well as transnational synergies. The local-global approach as well as triadic relationships seems to be an important basis of reflecting the new understanding between Greece and Greek diaspora. This paper discusses the theoretical dimensions on which the Greek language maintenance legislation is based while giving the cannotations of educating the global citizen in culturally enriched language programs.