|Published online: June 25, 2014||$US5.00|
This paper aims to present three different models of integration in schools for immigrant pupils. These models are: the intercultural mediator, the intercultural school, and all-day schools. Two countries served as cases studies for the presentation of the aforementioned models: Greece and Italy. The intercultural mediator (IM) model is implemented widely in Italy as an educational provision for children who come from migrant families with language and cultural differences. The second educational model, called intercultural schools (IS) is implemented at 26 public schools in Greece. The third model, an all-day school, is implemented both in Greece and in Italy as an additional support measure to working migrant families. In this paper, the structure of the three educational models is presented first. From the research surrounding these models, conclusions, which focus on the feasibility of the implementation of these educational provisions, are drawn. Parameters are taken into consideration, such as the general educational frame of the two countries and their cost and acceptance from the school community.
|Keywords:||Intercultural Mediator, School Mentor, Intercultural Schools, All-day Schools, Educational Policies and Measures|
The International Journal of Diversity in Education, Volume 13, Issue 4, September 2014, pp.1-7. Article: Print (Spiral Bound). Published online: June 25, 2014 (Article: Electronic (PDF File; 317.279KB)).
Assistant Professor in Intercultural Education, Department of Early Childhood Education, School of Education at the University of Western Macedonia, University of Western Macedonia, Athens, Greece, Greece
Professor of Intercultural Education, Centre for Intercultural Studies in the University of Verona (Italy), University of Verona, Verona, Italy
Adjunct Professor in Intercultural Pedagogy, University of Verona, Centre of Intercultural Studies, Verona, Italy, Italy