The purpose of this presentation is twofold: First, it critically analyzes UNESCO’s Education for All (EFA) and the World Bank’s Learning for All (LFA), two significant education discourses by two prominent international actors in the governance of education worldwide.

University culture, the professional development of faculty, the relationship between faculty and students, the quality of personnel cultiva- tion and the university’s management efficiency are five important aspects that affect the development of a university. A conflict between a faculty cul- ture and its development lies mainly in these five aspects.

The main aim of this paper is to consider school as a system. Systemic approach constitutes a way of viewing the object under examination in its entirety and not regardless of the time space (environment), in which it exists. Another element that characterizes systemic thinking is the focus on dynamics of relationships/interactions that take place at school or between its parts/subsystems (students, educators, par- ents, administration etc.).

The World’s framework is radically changing as traditional historical, geographical and political barriers are vanishing. Techno- logical developments coupled with political and economic transfor- mations are reshaping the international order.

This article has been inspired by a special issue of the journal Intercultural Education that was published in 2012 (Cowen, Gundara & Winther-Jensen, 2012). Its topic was the exploration of ʻborders and boundariesʼ between comparative and intercultural education. The authors of that special issue sought to showcase the various perspectives operating within the two aforementioned academic disciplines, encouraging scholars to reflect on overlapping but also conflicting themes in the two fields.

Our chapter is a review of intercultural relationships and how they are bound up with concepts of stereotype and prejudice, and the particular relevance of concepts of gender and sexual preference. We shall set out the educational principles – pedagogical invariants – necessary to promote an intercultural education which encourages “cultural interpellation” and the advancement of cultural freedom.

This study features a content analysis of the new Greek primary education textbooks. Its purpose is to determine how and to what degree the Mediterranean “others” are portrayed in them. The findings revealed that the Mediterranean “others” are present, to some degree, in new Greek primary school textbooks, but they have not been adequately portrayed to correspond to the pronouncements of the Greek educational establishment and to the new realities of postmodern globalized space.

In recent years, cultural heritage organisations, and espe- cially museums, express a high level of interest in the adoption of new technologies in various aspects of their activities. In this context, this research aims to investigate the factors that influence the decision of museums regarding the adoption of Information and Communication Technologies (ICT) and to highlight the role of internal and external environment in the diffusion of technological innovations.

Comparative Education is a field of study very much affected by culture whether it is of the researcher or of the objects and subjects of research. I have used films to help future kindergarten teachers vis- ualize and consolidate theoretical concepts of and reforms in Educa- tion and schooling in other countries.In this chapter, I analyse the use of two films in two different Comparative Education modules taught in the Department of Preschool Education at the University of Crete, Greece in the academic year 2016-2017. Three goals were achieved in both cases. One was the extended dialogue about new information and its consolidation. The second one was that the students took over the discussion and linked the film to their thoughts and queries about Education and school in general and abroad. Finally, students enjoyed being taught with films, much to their surprise.

Education that promotes knowledge of and respect for Romani people is still atypical, even in places where Romani have lived for hundreds of years. This state of affairs coexists uneasily with mountains of academic, NGO, and governmental publications encouraging educators to promote tolerance, inclusion, anti-racism, bilingual pedagogy, and all other forms of intercultural, social justice education in the interest of Romani students.

Greece is the typical example of a South European state that has gradually evolved from a migrant-exporting to a migrant-receiving country. After having supplied working hands to European countries (e.g. Germany, Belgium and Sweden), but also countries overseas (e.g. USA, Canada and Australia), it started initially receiving returning Greek migrants and later migrants from Eastern Europe, Africa and Asia (Triantafyllidou & Kouki, 2012).

The purpose of the present research is to explore aspects of the national identity of the Greek students of the North Aegean, in relation to its two components, that is, “exploration” and “engagement”, and to attempt to understand its formation through the inter- action of the person with his/her social and school environment. The sample consisted of 415 students, of whom 145 (34.94%) came from the first grade of Junior High School, 132 (31.81%) from the second grade and 138 (33.25%) from the third grade of Junior High School.

In contemporary Greek society, the presence of individuals or groups of peo- ple from a language and culturally diverse background (i.e., returning Ethnic Greeks, foreign immigrants, Greek Roma, Greek Muslims from Thrace), presents fundamental challenges not only for the scientific conceptualization of the consequences of such a presence

This study is devoted to the experience of the national minority education in Latvia and public images of national schools in modern Latvian society. The study outlines the system of national minorities’ education in Latvia in 1920s and 1930s, the centralization of Latvian education during the Soviet authoritarianism era and restoration of democratic education in the 1990s. This study is an analyses and self-presentation of different national minority schools and seeks answers to the questions – how and what image of the school websites are create in the public space?

This chapter examines the changing policies, produced by various gov- ernments concerning the role of teachers and schools, in order to help the education community adjust to the changing nature of English so- ciety. It examines instructions to serving teachers and to the providers of teacher education programs and considers some resources and training that have been made available to educators. The picture is one of changing ideas, policies, confusion and to some extent a fear of reacting in a way no longer seen as politically correct.

The aim of this paper is to elaborate an overview of the migration of Mexicans to United States to understand the main issues involved with its dimensions and movements, regarding the initiative of Mexican President to attend deported migrants with truncated higher education, announced by Donald Trump´s anti migration rhetoric. The paper begins with a review of theoretical elements that explain the phenomenon of migration; after this, some descriptions of the Mexican migrations to the United States are made; following with a discussion about the current state of the problem from the perspective of the theoretical points; to end up with some reflexive thoughts about an alleged mass deportation of Mexican migrants from United States.

The main purpose of the present study is to discuss how in- ter/multicultural approaches provide foundations for curriculum poli- cies and practices geared towards the challenges of stereotypes and the valuing of diversity in Brazil and elsewhere. It discusses the plural meanings of inter/multiculturalism, and analyses case studies of part- nerships between the a federal university in Rio de Janeiro and three Rio de Janeiro municipal educational authorities to collectively build multicultural curricular guidelines aimed at guiding curriculum devel- opment in the schools.

The main objective of the present paper is to identify and an- alyze, the major challenges that policies aimed at enhancing the role of mother tongues in education have been facing in Burundi, D.R.Congo and elsewhere in Africa. The analysis is based on the “Holmesian problem solving approach” in which the normative, insti- tutional and other conditions are discussed. The major significance of the study is that, in the light of identified contextual challenges, an al- ternative and viable language policy in education is brought out.

This paper examines the challenges of refugee integration within the context of interculturalism. It focuses on the Somalia refu- gees who have occupied an estate in Nairobi, Kenya, Eastleigh, basi- cally a residential area turned commercial. While adapting the dimen- sion of interculturalism as aimed at creating a cohesive civil society, it argues that integration as viewed from an intercultural perspective should be holistic in approach.

To support primary education in the middle-west rural areas, the Chinese government initiated the Special Post Plan starting in 2006. This policy embraced a dual function: the innovative mechanism of rural teacher recruitment and management. It has been argued that the special-post teachers have become the core element in driving educational development in these zones.

It has been argued that social networks are able to circulate important information, functioning to assist the actor to achieve his or her goals. This positive function would encourage people to construct their own social ties. While researchers have argued that different forms of social circle may generate different functions, the influence of social culture hasn’t been taken into account.

In recognition of the need for researchers to fully recognize social communities as contesting sites of different forms of power, the current study sets out to unravel the ways in which the local commu- nity force - specifically, the community-based ethnic education in a Chinese American community - is conditioned by broader social and cultural contexts at both local and global levels.

Industrialization assisted the western countries to obtain a hegemonic status so that they are able to define the sphere of cultural localization and export its new definition into the international community. While in a world prevailing value, this exportation functions as a dogma that dominates the importing countries, it neglects the differences between social cultures that have been developed within specific contexts in which there are no common criteria. On the other hand, some researchers insisted that the gap between the East (China) and the West remains entrenched.