Rethinking intercultural learning spaces: The example of Greek Language Schooling in Australia

EUGENIA ARVANITIS

Abstract


This paper is a reflective narrative of the Greek ethnic schools transformation to intermediate spaces of learning. Based on her doctoral research findings the author (re)constructs the role of Greek ethnic schools in Australia in the light of spatiality. Greek schools can be perceived as heterotopias and/or third spaces where identity formation and intercultural learning take place. Their community and systemic role is influenced by triadic relationships, which interpret their complementary and semi-formal status as language providers. Greek schools’ continuity and effectiveness in the new millennium presuppose a new intercultural and spatial learning approach taking into account the national, diasporic and transnational context.


Keywords


Greek ethnic schools, spatiality, heterotopia, third space, intercultural and language learning, diaspora

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Educational Journal of the University of Patras UNESCO Chair, ISSN: 2241-9152

Department of Educational Sciences and Early Childhood Education University of Patras.

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