Ο θεσμός των τμημάτων υποδοχής στην κοινωνική ένταξη των παλινοστούντων και αλλοδαπών μαθητών : Εμπειρική έρευνα

The school of Greece in the twenty first century, in the context of a well-governed society, must respond to the requirements of an ever-changing multicultural society and must be creative in order to achieve the co-education of all students that will be based on the principles of respecting diversity, collective being, solidarity and cooperation. This paper records the progress of the institution of reception classes on the one hand and the way they work on the other, through the examination of bibliography and the analysis of semi-structured interviews with public school teachers (in Rethymnon) that have worked in such schools. Furthermore, the paper investigates the extent to which the institution of reception classes is successful in relation to the effort made by the Ministry of Education, Lifelong Learning and Religious Affairs intended for the reception and social integration of foreign and repatriated students. The first section (theory) includes the definitions relevant to the research making a distinction among them. Moreover, the course of Intercultural Education in the Greek society is recorded retrospectively. The second section (research) outlines the methodology of the research process and the results of this research. The conclusions show that teachers are faced with many hindrances in their effort to manage everyday issues that have to do with Intercultural Education (material and technical deficiencies, detailed curricula, lack of on-going hands-on training in the method and the strategies of Intercultural Education). However, reception classes seem to partially fulfil their aim of successfully integrating foreign students in the Greek societ