In this paper we present research on how early years teachers perceive the relationship between the curriculum and social differentiation and how this affects their practices. All participants were teachers serving in an experimental primary intercultural school in Thessaloniki. Our research was qualitative, our research strategy was the Case Study, and our main research technique was the indepth interview. According to the results of the research, teachers seem to understand the criticality of the curriculum for “diversity” issues, but their practices are not in line with an intercultural education that aims at social justice.
Cite this paper
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