?he contemporary form of societies with the inflow-appearance of different populations led to the incorporation of intercultural education into the Greek educational system and gave the chance to all students, enabling them without any discrimination, to participate actively in the evolution of society as well as in their development. Although these techniques could lead to an effective and productive cooperation and communication between school and family, the results of such cooperation would prove positive and desirable on both educational and personal levels. This had a direct consequence to the composition of the student population in Greece which has begun to change since the late 1980s and continues to this day due to the increasing presence of pupils from other countries with a different language than the dominant mother tongue. In a constantly changing and evolving reality, it is interesting to explore the evolution of these schools. This research refers to intercultural education and does not only concern schools attending "culturally diverse" pupils, but all schools in order to get students to understand the multicultural nature of society and to reflect it on their educational benefits. At the same time, the purpose of this research is to investigate the communication between school and family in the viewpoint of intercultural education. The questionnaire was developed for this specific research. Fifteen parents of foreign children whose offsprings go to secondary school in Attica region, participated in this research.
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In-Text Citation: (Papadopoulos, 2020)
To Cite this Article: Papadopoulos, D. (2020). Intercultural Education and the Role of the School-Educator in Communicating with Families with a Multicultural Background in Secondary Education in the Attica Region. Multilingual Academic Journal of Education and Social Sciences, 8(1), 249–267 (in Greek).
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