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首页> 外文期刊>International Journal of Leadership in Education: Theory and Practice >Listening to the winds of change: school leaders realizing intercultural education in Greek-Cypriot schools?
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Listening to the winds of change: school leaders realizing intercultural education in Greek-Cypriot schools?

机译：聆听变革之风：学校领导者在希族塞人学校中实现了跨文化教育吗？

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摘要

This article explores the values, goals and operational strategies that guided the development of intercultural school policies in eight Greek-Cypriot primary schools, which differed in terms of the diversity of the student population. Interviews were carried out with the school-inspectors and head-teachers of the participant schools. Where appropriate, the findings were triangulated with data collected by means of teacher interviews. Interviewees argued that they aimed at immigrant students’ inclusion by creating collaborative school cultures, mobilizing the community and supporting their teaching personnel. Nonetheless, their underlying assumptions were bounded by primitive values and goals favouring assimilation. Such assumptions informed group-blind approaches that were fostered in their schools. Conclusively, the development and implementation intercultural school strategies were merely rhetoric reflecting socially desirable roles that were remote from actual school practice.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13603124.2011.605473
机译：本文探讨了指导八所希族塞人小学发展跨文化学校政策的价值观，目标和运营策略，这在学生群体的多样性方面有所不同。对参与学校的学校检查员和校长进行了访谈。在适当的情况下，将调查结果与通过教师访谈收集的数据进行三角测量。受访者争辩说，他们旨在通过创建协作学校文化，动员社区和支持他们的教学人员，来吸引移民学生。但是，他们的基本假设受到原始值和有利于同化的目标的限制。这样的假设为他们在学校中培养的盲人方法提供了依据。最终，跨文化学校策略的开发和实施仅仅是言辞反映了社会期望的角色，这些角色与实际的学校实践相去甚远。查看全文下载全文，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13603124.2011.605473

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