The Process of Education Policy for Refugees within a Schedule to Promote Democracy

Abstract

The present paper is an attempt to delve into issues related to refugees’ presence in Greece. A variety of political perspectives are interconnected with refugee male and female students’ inclusion in the Greek society. Educational and theoretical patterns are being explored, as being directly correlated with implemented policies in formal education. The construction of educational theoretical discourse on refugee education is being illustrated, as it directly refers to corresponding adaptive educational choices. Political intentions are critically being explored, as they are correlated with legislative symbolic constructions and the implementation framework. Our conceptualization also includes the institutional framework of refugee education within the operational democratic prerequisites that bring the discussion back to refugee needs as well as their expressive, emotional orientations based on intercultural and inter-historical circumscriptions. Refugee education is being approached with reference to refugee policy. In this respect, democratic political codes are described, while conflicting discourse, reinforced within a conservative framework full of negative nationalistic narrations, racist behaviors and populist patterns is illustrated. Therefore, system needs, refugee interests and symbolic constructions of natives and refugees’ understanding, communication and interaction will contribute to reconstructing all education forms, beyond a piecemeal refugee education plan.