Özet:

Abstract enMulticulturalism is one of the main characteristics of contemporary societies as large numbers of populations move from their countries to other ones. Greece is among the countries that receive a large number of immigrants. This created significant changes in the society and the need for new teaching approaches and educational goals. Thus, new curricula were written, which would take into consideration the emerging new situation in our society. The currently in use Curricula for Compulsory Education propose the enhancement of both the cultural and linguistic identity of the students who live in today‟s multicultural society. The new Curricula of 2011 promote the spirit of the education of the students without any social, economic, educational, religious or cultural discriminations and inequalities. In this paper we investigated the courses of Geography and Civil Education in both curricula, the interdisciplinary projects, teaching scenarios, method and extent of management of cultural diversity. The comparison of the aims and objectives of both curricula showed that in the curricula of 2003: a) the references to the "other", the foreigner within the context of otherness and cultural diversity are very few b) the references to the “other” are mainly based on the acceptance, knowledge cultural elements, without effort for interaction and exchange of experiences. In the new Curricula of 2011, greater emphasis is given to the social coexistence with the “other”, where, as stated in the aims, the student should form relevant attitudes. These references are many more in relation to the curricula of 2003

Anahtar Kelimeler: