Re-contextualizing the official framework for refugee education in Greece: Identifying the gaps in teachers’ views towards the implementation of the official guidelines and curricula in Mainstream and Reception Classes

The current research discusses findings from a case study with teachers in Mainstream (MC) and Reception Classes (RC) regarding the implementation of the official guidelines for children with refugee experience and, more specifically, teachers’ views towards: a) the conditions under which culturally and linguistically diverse students attend primary education and, b) the implementation of the curricula for MC and RC, respectively. The results highlight the need to re-contextualize the official context for refugee education with the aim to improve the operating framework in terms of the implementation of the official guidelines regarding the enrollment criteria and curriculum within the school context.