‘Europeanising’ Cypriot Intercultural Education: A Policy Process of Simulation?

By Christina Hajisoteriou.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Europeanisation has played an important role in the transformation of Cypriot multicultural education. This paper reports on a review of policy-related documents and semi-structured interviews carried out with Cypriot policy-makers. Theoretical insights from policy sociology and theories of Europeanisation are used to examine this research endeavour. Influenced by European developments multicultural education became an important part of the Cypriot state’s rhetoric. The concept came to be seen as evidence of Cyprus’s adherence to the educational goals of the EU, which, in turn, provided a concrete expression of Cyprus’s sovereignty. However, there was an absence of systematically thought out initiatives to develop a coherent state-derived multicultural policy. The Greek Ministry of Education and its policy of simulated multiculturalism operated as a template for Cypriot multicultural policy. Cyprus’s collaboration with Greece, which has a brief experience of immigration, has impeded the transformation of its multicultural policy. In conclusion, Cyprus’s cooperation with European states which have a longer experience of immigration could mobilise the formulation and implementation of successful Cypriot multicultural policies.

Keywords: Europeanisation, Cyprus, Multicultural Educational Policy, Southern European Countries

International Journal of Interdisciplinary Social Sciences, Volume 4, Issue 4, pp.1-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.177MB).

Dr. Christina Hajisoteriou

University of Cambridge, Cyprus

Christina Hajisoteriou has been recently awarded the Degree of the Doctor of Philosophy by the University of Cambridge. Her interest in EU educational agenda falls in the field of multicultural education. She has been extensively involved in professional associations. She is a member of the European Education Policy Network (EEPN); the University Association for Contemporary European Studies (UACES); the British Association for International and Comparative Education (BAICE); and the Network for Policy Research (NORRAG). She has played a strong leadership role in the Faculty of Education, University of Cambridge. In cooperation with fellow PhD students, she has founded the “Faculty of Education Research Students’ Association” (FERSA) which organises activities to promote academic excellence within the student community. She has not only been an ordinary member of the FERSA Committee but the lead organiser of its seminar series.


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