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Watkins, M. and Noble, G. (2019) Lazy Multiculturalism: Cultural Essentialism and the Persistence of the Multicultural Day in Australian Schools. Ethnography and Education, 14, 295-310.
https://doi.org/10.1080/17457823.2019.1581821

has been cited by the following article:

• TITLE: Perceptions of Diversity, Curriculum and Intercultural Practices: The Case of a Greek Intercultural School

  AUTHORS: Dimitris T. Zachos, Loreta Moutsa

  KEYWORDS: Intercultural Education, Social Justice, School Curriculum, Greece

  JOURNAL NAME: Open Access Library Journal, Vol.11 No.8, August 28, 2024

  ABSTRACT: In this paper we present research on how early years teachers perceive the relationship between the curriculum and social differentiation and how this affects their practices. All participants were teachers serving in an experimental primary intercultural school in Thessaloniki. Our research was qualitative, our research strategy was the Case Study, and our main research technique was the in-depth interview. According to the results of the research, teachers seem to understand the criticality of the curriculum for “diversity” issues, but their practices are not in line with an intercultural education that aims at social justice.