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<https://discovery.ucl.ac.uk/id/eprint/10019959> <http://purl.org/ontology/bibo/abstract> "This thesis is an ethnographic study of intercultural education discourses and everyday\npractices in an urban Greek-Cypriot primary school. The pupil population is comprised of\nGreek-Cypriots, Eastern European economic migrants and increasing numbers of newlyarrived\nIraqi-Palestinian asylum-seekers. Despite the introduction of intercultural\neducation policy in 2001, the education system prescribes a monoculturalist and\nnationalist ethos. At the same time, the limited opportunities for intercultural education\ntraining leave teachers uncertain as to how to respond to the increasing diversity.\nInformed by ethnographic, discursive and intersectional approaches, this study analyses\ndata from fieldwork conducted in this school for a total of three months over a period of\nthree years.\nThe analysis identifies the discursive resources from which teachers draw to talk about\ndiversity in Greek-Cypriot society and construct the Other, mainly in essentialist and\nnegative ways. It also identifies teachers' constructions of racism on a societal and\neducational level, including racism denials, minimizations and justifications. The thesis\nargues that teachers' constructions of racism inhibit them from recognizing and\nchallenging institutional racism and racialized incidents they observe among their pupils.\nThe study also demonstrates how minoritized children become differentially racialized\nas groups and individuals through institutional, teachers' and children's discourses and\npractices, regardless of intentionality. As a result, many minoritized children experience\nschool in an environment of harassment. The study discusses the experiences of an\nIraqi-Palestinian boy as an example of how intercultural education is implemented.\nSome teachers' resistance to the dominant discourses of colourblindness and racism\ndenial, and minoritized children's negotiation of their racialized positionings create the\nspaces of ambivalence that are necessary for change.\nThe findings bear implications for policy and practice in terms of teacher training,\ndevelopment of antiracist policies and supportive networks for teachers, changes in the\ncurriculum, and, structural transformations, so that educational opportunities are\nequally provided to all children."^^<http://www.w3.org/2001/XMLSchema#string> .
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