An analysis of equality, legislation, attitudes and values in education : the case of Greece

Abstract

This paper analyses teachers’ attitudes, socio-educational values and educational legislation in Greece, using as starting-point the notion of equality. It seeks to investigate how teachers’ attitudes toward equality relate to the Greek educational legislation and to socio-educational values. The basic hypothesis to be tested is that there are various conflicts between teachers’ attitudes, socio-educational values and educational legislation regarding equality. Teachers try to resolve tensions created within the educational legislation when meeting different pupils’ needs in class. This affects in turn the accommodation of socio-educational values into school practice. It is argued that investigating teachers’ attitudes within the context of socio-educational values and educational policy can: (i) help the state clarify the aims of education in its legislation; and (ii) help teachers in applying a critical-reflective approach on their work.