Children at our school are integrated. No one sticks out’

Greek‐Cypriot teachers’ perceptions of integration of immigrant children in Cyprus

Dados Bibliográficos

ID12214432
AutoresE Theodorou (0000-0001-8143-6348, European University Cyprus, autor correspondente)
Ano2010
Volume24
Fascículo4
Páginas501-520
Data de publicação2010-10-06
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInternational Journal of Qualitative Studies in Education (JOURNAL)
Identificadores do periódicoISSN: 0951-8398 • E-ISSN: 1366-5898
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518398.2010.509118
OpenAlexW2071847485
IdiomaEN
Citações recebidas9
Referências citadas16

Increasingly social scientists, including education theorists, find themselves having to fight an almost invisible racism that is masked by the racist undertones of the dominant discourse and practice of colorblindness. A continuous emphasis on colorblindness gives precedence to the role of race, diverting attention away from other forms of discrimination which can become the basis for exclusion. I would argue that for such acts of marginalization, difference‐blindness may have more explanatory power. This paper discusses Greek‐Cypriot teachers’ perceptions of the integration of immigrant children in a Greek‐Cypriot public primary school through the framework of difference‐blindness. The discussion shows that despite their good intentions, teachers utilized a difference‐blind ideology to rationalize practices of social exclusion of non‐Cypriot students in what was considered an ‘integrated’ school environment

Blindness · Ideology · Immigration · Pedagogy · Perception · Political science · Politics · Power (physics · Racism · Social exclusion · Social integration · Sociology · Cyprus History, Politics, Society · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law · Psychology · Social Psychology