TY - JOUR T1 - REFUGEE EDUCATION IN GREECE: A CASE STUDY IN PRIMARY SCHOOL AU - Victoria, Katsigianni AU - Maria, Kaila PY - 2020 DA - January DO - 10.18768/ijaedu.593883 JF - IJAEDU- International E-Journal of Advances in Education JO - IJAEDU PB - OCERINT International Organization Center of Academic Research WT - DergiPark SN - 2411-1821 SP - 352 EP - 360 VL - 5 IS - 15 LA - en AB - The large number of children amongst refugees who have arrived inGreece since 2014, a wave that peaked in 2015, created the need ofeducating them as a first step of integration and normalcy to the childlife. Refugee education had already beenrecognized as a priority in Europe,so Greece had to react, as soon as possible, to educate the large number ofchildren who arrived in Greek territory with or without their parents. To facilitate their access to Greek schools, theeducational programme “Reception Centres for Refugee Education”, known as DYEP, wasestablished inselected by the Ministry of Education Primary and Secondary Schools during the schoolyears 2016-17 and 2018-19. The right to education for refugees and the accessto the educational system of the country was supported by the InternationalOrganization for Migration and the local government as well.This research paper aims at focusing on a case study of a Primaryschool in Piraeus area in Attica, Greece, and the difficulties that emergedfrom the initial oppositional reaction illustrating how they affected thecollaborative potential and the school climate as a whole. Finally, it ispresented how this problematic situation was overcome and how the initialreactions changed. Teachers, pupils and parents were summoned to accept a new schoolreality under time pressure. Special attention is also paid to how teachersbecame aware of and got involved in theprogramme and how the local community were prepared to accept and support suchan ambitious plan.The educational system was hardly prepared for the challenging realityof refugees and their introduction to education and society in general. Itseemed that sometimes social resistance prevented the acceptance and solidaritywithin the school community. In some cases, thelack of preparatory programmescaused distrust and denial; as a result, much more time was needed todeal with the difficulties. The multicultural school environments, eventually,comprise a reality with their positive dynamic to open societies. KW - Refugee education KW - case study KW - Greek schools CR - Anagnostou, N. & Nikolova, M. (2017). Refugee integration into the educational system in Greece: Policy 36and management in “moving sand”. ELIAMEP No84/2017. Andreadakis, N,, Xanthakou, G., Katsigianni, V. & Kaila, M. (2007). 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