229-245

• Maylor, Uvanney
• Ross, Alistair

This paper reports some of the findings of a study of how teacher education currently reflects the increasing diverse school population in five European countries: France, Greece, UK, Iceland and Poland. Each of these has made distinctive changes in policy in recognition of the greater ethnic and national range of students in the school system. We analyse the views of teachers and teacher-educators in each country, suggesting that most of the professionals involved see their role as to encourage pupils to view themselves as having multiple and overlapping identities, which may (inter alia) be national, ethnic, linguistic and European. Within the scope of this paper various strategies to achieve this, at the level of the school, local area and nationally are briefly analysed and described.

• Sociology
• Educational sciences

• Teaching
• Educational sociology
• Κοινωνικές επιστήμες

Περιέχει βιβλιογραφία, Το άρθρο περιέχεται στο special issue: from a national identity to a European one, J. A. Spinthourakis & I. Kamarianos, guest editors