Problems of minority 1st grade of high school students in Greek-speaking public education: Opinions of educators
This qualitative research aims to understand difficulties and problems faced by minority students and teachers in the Greek language high school. The transition from minority primary to Greek language school seems to be the most difficult period for minority students. This dissertation employs the concept of identities under empowerment and cultural capital in the theoretical part. The discussion on the education of minority students of Thrace takes into consideration religious and linguistic issues of the minority of Thrace.
The material was gathered from 8 interviews with teachers in the Greek language high school in Thrace. Great emphasis is placed, on a series of problems in mixed classes concerning otherness, pedagogical practices, parental involvement, the school performance of minority students and the social relations between majority and minority.
The teachers consider that the children from the minority primary schools do not speak Greek, as a result of which they find it difficult to communicate with the members of the majority, to socialize with the majority students, to understand and to participate in the lesson.
The obstacle and the problem teachers face even with the parents of the minority students is the lack of knowledge of the Greek language both in the relations of the teachers with the parents and in the non-provision of help from the family environment to its minority students.
All teachers recognize that the transition of minority students from minority primary to Greek-language high school occurs in an unknown and foreign environment with many obstacles and problems for both teachers and minority students. They worry a lot and try to find new ways so that this transition becomes smoother with quick adaptation to the school environment. Finally, they consider it important that teachers, psychologists and social workers from members of the minority be present on schools.
The material was gathered from 8 interviews with teachers in the Greek language high school in Thrace. Great emphasis is placed, on a series of problems in mixed classes concerning otherness, pedagogical practices, parental involvement, the school performance of minority students and the social relations between majority and minority.
The teachers consider that the children from the minority primary schools do not speak Greek, as a result of which they find it difficult to communicate with the members of the majority, to socialize with the majority students, to understand and to participate in the lesson.
The obstacle and the problem teachers face even with the parents of the minority students is the lack of knowledge of the Greek language both in the relations of the teachers with the parents and in the non-provision of help from the family environment to its minority students.
All teachers recognize that the transition of minority students from minority primary to Greek-language high school occurs in an unknown and foreign environment with many obstacles and problems for both teachers and minority students. They worry a lot and try to find new ways so that this transition becomes smoother with quick adaptation to the school environment. Finally, they consider it important that teachers, psychologists and social workers from members of the minority be present on schools.