The Education of Students with Migratory Background in Greece. Educational politics and pedagogical discourse (logos)

Abstract

In this article the author examines the problems resulting from the inclusion of repatriated Greek and migrant students in the Greek educational system and Greek society in general. His analysis refers on the one hand to the educational policies of the Greek State and on the other hand to the pedagogical logos. He notes that in the period 1975-1990 the composition of Greek society changed dramatically as Greeks returned from the United States, Canada, Australia and Europe, as well as from the Black Sea and broader Caucasus region. Being of Greek origin, their inclusion in the educational system and the Greek society at large has generally been positive. In 1989, however, the situation changed as Greece faced an unprecedented migration challenge: migrants from Balkan, Asian and African countries, for whom Greece is still seeking a persuasive and functional inclusion proposal.
  The assessment of educational and immigration policies of Greece, in general, and their continuation, improvement or change are now top priority objectives, as the country enters a new period. This new period can be characterized mainly by two developments: first, the dynamic effects of the policies of Act 3838/2010, regarding the naturalization of immigrants and their children, and two, Greece’s perception as the primary "country of entry" for immigrants in Europe.