Diversity and Inclusion in Secondary School Educational Practices in Rivers State, Nigeria (Published)
This article focuses on the place of diversity and inclusion in secondary school educational practices in Rivers State, Nigeria. In the face of advancements in society, Nigeria, a member state of the United Nations at the recent world education forum, held at Incheon, Republic of Korea, adopted the “Education 2030” vision for education. It was translated to the Sustainable Development Goal four (SDG4) and captioned “Towards inclusive and equitable quality education and lifelong learning for all”. This calls for an inclusive education packaged for the benefit of all. Hence, there is need to ensure that education becomes free and a right of all Nigerian children, irrespective of distinct characteristics which set them apart from others of same age bracket, such as gender, socioeconomic status, religious affiliations among many. The major issue of diversity and inclusion is one of respect and appreciation of differences which call for the cooperation of all key players.
Students from Different Cultural Backgrounds, Their Difficulties upon Elementary School Entry in Greece and Teachers’ Intercultural Educational Practices (Published)
The present research aims to explore intercultural practices that are adopted by primary school teachers so as to address the difficulties faced by students from multicultural backgrounds upon their school entry. Moreover, it aims to explore teachers’ perceptions regarding the counselling dimension of their role. For that purpose, a questionnaire was used including open and close type questions. The sample was composed of 106 teachers from Primary Schools of Achaia in South West Greece (86 women and 20 men, 25-55 years old). The results indicate that intercultural activities adopted by teachers as long as their pedagogical suggestions are mainly stereotypical. They also refer to an early conception of intercultural pedagogy based more on acceptance than in coexistence / inclusion. Moreover, teachers do not seek further counselling to address students’ difficulties, although they acknowledge the major problems faced by students coming from different cultural and linguistic backgrounds.