|Author(s)||Diamantopoulou, A. & Antonopoulou, P.|
|Editor||P. Cunningham & N. Fretwell, Lifelong Learning and Active Citizenship|
This paper studies the textbooks for the Greek as a second and/or foreign language used in the 1st grade of the Greek Primary Schools for the Muslim minorities that live in the area of Thrace in Greece. According to the Treaty of Lausanne (1923) the Muslims of Thrace were exempted from the exchange of populations in order to become the “bridge of the Greek – Turkish friendship” (Tsitselikis, 2003; Papanis, 2008). Despite the common religion, this Muslim minority is racially, linguistically and culturally dissimilar. It is composed of 3 groups: the inhabitants of Turkish origin, the Pomacs and the Gypsies (Roma). The investigation looks first at the policy framework and in particular the Program “Education of Muslim Minorities” (www.museduc.gr) started in 1990 that aims at: the integration of the children of the Muslim minorities to the Greek educational system, the improvement of their performance at school, knowledge of the Greek language, in-service training of the educational staff of these schools and development, publication and implementation of innovative teaching material. The second part of this study examines the textbooks used in the 1st grade of these schools in order to teach the Greek language and whether parameters – criteria such as the target group, the teaching staff, the methodology used, innovation etc. were taken into account by the authors of the books. The findings reveal that there has been an effort in the past few years by the Greek State to improve Minority Education but a great deal still needs to be done in order to avoid discrimination and to ensure equal chances in education for the minority children.