School Curriculum in Greece
Due to mass immigration in Greece, we are able to assume that a lot immigrant students attend the Greek school, and as a result, school classrooms are not characterized by homogeneity (Kurdi & Papadopoulos, 2003). However, Greek educational system is still monocultural and monolingual and does not promote bilingual education although there are students from different countries with different language and culture (Katsikas & Politou, 2005).
The Greek school continue to be monolingual because there is a belief that with this way there is a continuation of Hellenism (Zampeta, 2003). However, it was observed that in many countries with monolingual educational system immigrant students do not have an equivalent school performance and their native classmates have a better performance than them (Pisa, 2003). We can assume that education is an important factor of social cohesion, because several norms and values are transmitted by education to students, it is obvious that if immigrants do not have the same opportunities in education this will have an effect on their integration, however, educational systems in many countries continue to offer a monolingual education, and, as a result, the majority of immigrant students have a lower school performance (Pisa, 2003).
In Greece, where, the education is still based on a monolingual educational system, it was observed that the 43,75% of Greek students have an excellent school performance in primary school whereas only the 2,67% of immigrant students have the same school perfomance (Sinanidou & Tzortzi, 2005). Moreover, the 11,5% of immigrant students have a very low school performance in primary school whereas only the 2,6% of Greek students have a very low performance (Sinanidou & Tzortzi, 2005). It is obvious that Greek students have more chances to succeed in education than immigrant students.
Moreover, when we refer to, a monolingual educational system we should consider that language is an important factor when we talk about a student’s education and it is very often an important factor which guides the success and failure in education (Stubbs, 1983). This is obvious if we consider the fact that when immigrant students start school they are not in the same position with their native classmates, and it is very difficult to be accepted, as a result, a long social distance should be covered by them if they want to be integrated in the school or in society (Candappa & Egharevba, 2002). On the other hand, we should mention that there are some Pontic Greeks who speak Greek (Triantafyllidoy & Veikou, 2002), and as a result, they have more chances to have a better integration in Greece’s education and to have a better school performance than the the other immigrant students.
Furthermore, we should mention that in Greece’s school curriculum there are two important modules both in primary and secondary school, the modules of religious and history. The module of history tries to...