ABSTRACT
Our study aims at investigating the means through which the concept of diversity is implemented in education. Our point of reference will be the institutional framework as defined by the curricula in Greek primary school (Pedagogical Institute, 2003, 2011) and the students’ textbooks of the senior primary school classes. Via contrastive comparison we will attempt to identify the position of diversity and variety in education both diachronically and synchronically by analyzing (a) the objectives of the curricula and (b) the suggested L1 teaching practices in order to research the ways that various linguistic varieties are given meaning within the framework of communicative textual approach and the pedagogy of critical literacy. We assume that critical research and interpretation of our data is contributing decisively into (a) defining the methodological tools that are available to teachers nowadays in their effort to cultivate a climate of respect for diversity in the school environment, as well as (b) identifying the progress that has been made towards rendering the democratization of education through combating social exclusion and racism.
