Intercultural Education? An Analysis of Cypriot Educational Policy

Autor/in	Hajisoteriou, Christina
Titel	Intercultural Education? An Analysis of Cypriot Educational Policy
Quelle	In: Educational Research, 54 (2012) 4, S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2012.734727
Schlagwörter	Educational Policy; Evidence; Foreign Countries; Multicultural Education; Interviews; Immigration; Cultural Pluralism; Nationalism; Acculturation; Educational Objectives; Policy Analysis; Cyprus; European Union + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Evidenz; Ausland; Multikulturelle Erziehung; Interviewing; Interviewtechnik; Kulturpluralismus; Nationalismus; Akkulturation; Educational objective; Bildungsziel; Erziehungsziel; Politikfeldanalyse; Zypern
Abstract	Background: In the context of Cyprus' accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards. Purpose: This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education. Sources of evidence: We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy. Design and methods: Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data. Results: The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses. Conclusions: This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating "simulated" development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10