View in EDS HTML Full Text PDF Full Text

Students' Agency for Critical Interculturalism: From Intercultural Responsibility to Informal Leadership

Saved in:
Bibliographic Details
Title: Students' Agency for Critical Interculturalism: From Intercultural Responsibility to Informal Leadership
Language: English
Authors: Georgios Sorkos (ORCID 0000-0002-3805-1044), Christina Hajisoteriou (ORCID 0000-0002-5103-5161), Panayiotis Angelides (ORCID 0000-0002-1362-8337)
Source: Oxford Review of Education. 2025 51(1):109-128.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Personal Autonomy, Leadership, Decision Making, Intercultural Communication, Educational Environment, Secondary School Students, Student Attitudes, Foreign Countries, Age Differences, Institutional Role, Equal Education, Educational Practices, Leadership Role, Cultural Pluralism, Critical Thinking, Suburbs, Migrant Programs, Migrant Workers, Migrant Education, Educational Development, Social Capital, Social Justice
Geographic Terms: Greece
DOI: 10.1080/03054985.2023.2296091
ISSN: 0305-4985
1465-3915
Abstract: Students' agency in decision-making processes has aroused the interest of scholars in the field. However, little attention has been paid to how students themselves critically reflect on their roles when interacting in intercultural school environments. This study uses qualitative data from secondary school students in Greece to describe the ways in which they critically challenge structural and institutional inequalities and move away from practices akin to functional interculturalism. Our findings offer new evidence suggesting that the more mature students' intercultural thinking is, the more intercultural responsibility they develop. However, as they become more interculturally responsible, they commence informal leadership roles that make them demand a world free from injustices while focusing on how to combat them.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458469
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFeIX59JV4s3tHmc80wZNk1AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJHpEKj0-7zX7HCXFwIBEICBmyOFK14o4sRRNDDFvup7zH6HcWOSwwvphWS3kKGQBKdV7xvRn8atMwGkmLXS4bEk1g1xziAKxwFLDyDvqEKg0PaUdAQUAF8YU4FkvRuEipk1n7cpxDZutMImG5mw-fiR_JqrpXANALHqhqJvow6WiwYU_VA1whTSZIGyIIO6dNrc5jg1p8lAPmo52TapDA2yofLgqSClLgQveFvj
Text:
  Availability: 1
  Value: <anid>AN0182340779;oxr01feb.25;2025Jan23.01:33;v2.2.500</anid> <title id="AN0182340779-1">Students' agency for critical interculturalism: from intercultural responsibility to informal leadership </title> <p>Students' agency in decision-making processes has aroused the interest of scholars in the field. However, little attention has been paid to how students themselves critically reflect on their roles when interacting in intercultural school environments. This study uses qualitative data from secondary school students in Greece to describe the ways in which they critically challenge structural and institutional inequalities and move away from practices akin to functional interculturalism. Our findings offer new evidence suggesting that the more mature students' intercultural thinking is, the more intercultural responsibility they develop. However, as they become more interculturally responsible, they commence informal leadership roles that make them demand a world free from injustices while focusing on how to combat them.</p> <p>Keywords: Student agency; functional interculturalism; critical interculturalism; intercultural responsibility; student leadership</p> <hd id="AN0182340779-2">Introduction</hd> <p>Cultural diversity in education has been linked to a variety of inequalities and social injustices for pupils with an immigrant background due to deficit-model approaches (Paris & Alim, [<reflink idref="bib43" id="ref1">43</reflink>]). However, much research argues that in order to fight out such inequalities and social injustices in education, interculturalism should move further than addressing cultural diversity (Guilherme & Dietz, [<reflink idref="bib25" id="ref2">25</reflink>]). It should rather address socio-economic factors leading to inequality, while also combating the so-called structural, institutional or systemic discrimination (Grant, [<reflink idref="bib21" id="ref3">21</reflink>]), which stems out of the power relations that are formed between groups, especially in societies with a rapidly changing demography. It is thus not enough for interculturalism to focus only on cultivating respect, solidarity and reciprocity, but it should rather set out to deconstruct such power relations, for example through education. As Gorski ([<reflink idref="bib18" id="ref4">18</reflink>]) argues, the deconstruction of hegemonies creates the imperative need to turn towards genuine or authentic interculturalism by focusing on critical analyses of power, control, and oppression. However, as we argue, to deconstruct power relations in the context of a critical type of intercultural governance of education, we must cultivate student agency in reform processes (Mitra, [<reflink idref="bib38" id="ref5">38</reflink>]) as an exercise of liberty and responsibility (Lovell, [<reflink idref="bib34" id="ref6">34</reflink>]).</p> <p>According to Baraldi ([<reflink idref="bib2" id="ref7">2</reflink>]), student agency refers to a specific form of participation, as a specific choice of action among other possibilities, that students engage in so as to promote change in social contexts. In other words, student agency entails their ability to act autonomously, meaning that the various roles they assume with their actions are not determined by adults' choices and/or actions. Past research has reported on a variety of roles that students may take on in school processes to enact their agency. The concept of student agency has been intertwined with a range of activities that may begin with the mere juxtaposition of their views and extend to their increasingly active involvement in terms of consultation, collaboration and participation (Mitra, [<reflink idref="bib38" id="ref8">38</reflink>]; Sandoval & Messiou, [<reflink idref="bib48" id="ref9">48</reflink>]). Other research places students in the position of researchers who observe their peers and record their views so that, by working with teachers, children's ideas could be incorporated into lesson plans and thus more inclusive practices could be developed (Messiou, [<reflink idref="bib36" id="ref10">36</reflink>]). Most importantly though, recent research argues that students should take on informal leadership roles in order to transform the organisational culture of their schools by exerting substantial influence and impact on educational policies and school practices to promote inclusion (Hajisoteriou & Sorkos, [<reflink idref="bib30" id="ref11">30</reflink>]).</p> <p>In this context, the contribution of our research lies in the fact that it triggers students to critically reflect on their agentic roles when interacting in intercultural school environments. In this article, we set out to examine students' agency in terms of intercultural responsibility, and intercultural leadership. Intercultural responsibility entails students' responsibility to be interculturally involved and take action in intentionally building mutually respectful relationships (Guilherme et al., [<reflink idref="bib26" id="ref12">26</reflink>]). Informal intercultural leadership entails students' deliberate initiatives and actions to challenge the entrenched perceptions of superiority on the one hand, and promote social justice on the other (Hajisoteriou & Sorkos, [<reflink idref="bib30" id="ref13">30</reflink>]). The main questions that drive our research are: (a) how do students perceive the assumption of interculturally responsible roles on their part? and (b) how do students practice deliberate acts of informal intercultural leadership? By addressing these questions, we aim to fill a gap in the literature, as there is no extensive research examining the ways students adopt critical perspectives on interculturalism to commence their student agency roles up to the level of informal leadership in culturally diverse school environments. We use the term <emph>cultural diversity</emph> to encompass a broad spectrum of factors such as nationality and ethnic origin, migrant background, racialisation, religion, socioeconomic background, gender identity, and other (Collins, [<reflink idref="bib6" id="ref14">6</reflink>]; Siapera, [<reflink idref="bib49" id="ref15">49</reflink>]). Therefore, by using <emph>culture</emph>, instead of these narrower terms, we aim to emphasise the interconnectedness of these factors in order to promote a more comprehensive understanding of the rich tapestry of human diversity.</p> <p>To further stress the importance of our research, in the next section, we theoretically examine the need to transcend towards critical interculturalism with regards to students' agentic roles.</p> <hd id="AN0182340779-3">From functional interculturalism to critical interculturalism: students' agentic roles</hd> <p>Although in Europe there is a tendency to 'institutionalise interculturalism' (Collins, [<reflink idref="bib5" id="ref16">5</reflink>]), there are scholars who caution that interculturalism in Europe is rather Eurocentric, unrealistic, and tokenistic (Sousa Santos, [<reflink idref="bib51" id="ref17">51</reflink>]; Colombo & Gilardoni, [<reflink idref="bib7" id="ref18">7</reflink>]). Their main argument is that policies of interculturalism, and particularly educational policies implemented in Europe, are exclusively designed for minority or migrant populations by the cultural majority, but without their contribution. They thus disregard their right to voice, participation and negotiation in decision-making. This also applies in the field of education, where school curricula draw upon 'thin' additive approaches to multiculturalism that lack any legislative frameworks, policies, practices and resources addressing injustices and discrimination. They also deprive students of the opportunities to evolve into leaders who actively participate in democratising their schools (Hajisoteriou et al., [<reflink idref="bib29" id="ref19">29</reflink>]).</p> <p>Such a context is the Greek one with an educational system which is highly competitive with a strictly academic orientation, even at the elementary level, following the norms of a society with an exclusionary ethos towards diversity (Tsakalou et al., [<reflink idref="bib54" id="ref20">54</reflink>]). Intercultural programmes mainly focus on the teaching of the Greek language as a second language, with very few references to cultural issues, and thus making bilingual students 'invisible' (Gkaintartzi et al., [<reflink idref="bib17" id="ref21">17</reflink>]) by promoting a dominant cultural discourse (Lagou & Zorbas, [<reflink idref="bib32" id="ref22">32</reflink>]).</p> <p>In this context, the Greek approach, following the Western type of interculturality, appears to be still ambiguous and uncritical, perpetuating exclusion and intergenerational injustice (Tsakalou et al., [<reflink idref="bib54" id="ref23">54</reflink>]). It is notable that many critical scholars suggest that this form of interculturalism is a product of the colonial and hegemonic European perspectives (i.e. Mignolo & Walsh, [<reflink idref="bib37" id="ref24">37</reflink>]).</p> <p>This top-down process does not address the inherent challenges to interculturalism as it falls short to introduce structural changes, nor does it meet the goal of empowerment, especially of students, to critically challenge power relations (Dolejšiová, [<reflink idref="bib13" id="ref25">13</reflink>]). Fidel Tubino coined the term 'functional interculturalism' in order to describe this phenomenon. Functional interculturalism entails an official strategy designed to maintain the status quo, without interfering with the causes of structural and cultural inequalities (Tubino, [<reflink idref="bib55" id="ref26">55</reflink>]). It is not a strategy for change, but a strategy aiming at the concealed assimilation of subordinated groups by the hegemonic culture (Spivak, [<reflink idref="bib52" id="ref27">52</reflink>]). Guilherme ([<reflink idref="bib23" id="ref28">23</reflink>]) sees functional interculturalism as a superficial neo-colonial type of interculturalism which fails to respond to the social struggles of those individuals, groups or communities who have suffered discrimination, as it leaves their voices behind.</p> <p>On the other end of the spectrum extending from 'artificial' or 'token' interculturalism is critical interculturalism, which comes to deconstruct the mechanisms of power that promote inequality, inferiority and discrimination (Walsh, [<reflink idref="bib58" id="ref29">58</reflink>]). Critical interculturalism is proposed as the framework to unveil power relations and support more just interactions within social processes, both at the individual and group levels (Bernardes et al., [<reflink idref="bib3" id="ref30">3</reflink>]). As Walsh ([<reflink idref="bib57" id="ref31">57</reflink>]) aptly points out, critical interculturalism aims at rebuilding in decolonial terms a social, political, and epistemological project that involves all. Granados-Beltrán ([<reflink idref="bib20" id="ref32">20</reflink>]) argues that critical interculturalism seeks to 'challenge and transform structures, institutions, and social relations that maintain inequality in such a way that other ways of being, thinking, living, learning, and knowing are acknowledged' (pp. 175–176), while Dietz ([<reflink idref="bib12" id="ref33">12</reflink>]) suggests adopting a transformative strategy of interculturalism that reveals, challenges and uproots the historically instilled inequalities in society.</p> <p>Moving away from functional interculturalism to a critical perspective, intercultural education must be re-examined in ways that empower students to engage in mutual, equal, and fruitful cultural exchanges (Guilherme & Dietz, [<reflink idref="bib25" id="ref34">25</reflink>]). What we thus argue in this article is the imperative need to move to the paradigm of critical interculturalism by empowering all students, but particularly the oppressed, to proactively enact their leadership. In this context, this research focuses on enabling students' agency by transforming them into critical interculturally-responsible leaders, meaning that they are agentic in undertaking deliberative acts – and not only by getting them involved in decision-making, as we believe that this is a top-down, hegemonic, and culturally-defined process.</p> <hd id="AN0182340779-4">Methodology</hd> <p>To examine our research questions, we carried out our research in a suburban culturally diverse area in mainland Greece, where we carried out interviews with 40 secondary school students aged 15 to 17 years old (Appendix A). Due to the high numbers of migrant workers and their families in the area, the schools of the area had also a strong culturally heterogeneous profile. Accordingly, our final sample included 24 Greek-origin students (i.e. students of Greek nationality and heritage), and 16 migrant-background students (who are considered citizens of Greece but have a non-Greek ethnic background due to migration and/or origin), most of them coming from Balkan countries such as Albania and Bulgaria, who nevertheless had excellent Greek skills as they had completed most of their education in Greek public schools. The socio-economic background of students' families is moderate to low, with their income coming mainly from farming or working on the land (especially for migrant families), or working in local industry.</p> <p>Only one of the three researchers carried out the interviews as he was the one residing in Greece. This researcher was the teacher in the classes of the students who participated in the research, teaching the subjects of Social and Civic Education. Participating in a research project in courses during the school year, the children were made aware of the issues related to discrimination, inequalities, and social injustices associated with cultural diversity. Thus, they voluntarily participated in the interviews. Their participation was allowed by their parents and guardians who gave their signed consent after being informed about the purpose of the research and the fact that their children's participation was voluntary and with the implicit right to withdraw from it at any time. The school management was informed of the interviews and permission was obtained from the relevant Secondary Education Directorate. The interviews were conducted by the researcher-teacher in Greek since all students (including those with a migrant background) were able to speak, understand, and use Greek proficiently. Throughout the school year, the interviewer had gained the trust and acceptance of the students, thus their participation in the process was enthusiastic, which led to the erosion of any power relations that might have otherwise existed between the teacher-researcher and the students.</p> <p>The interview guide referred to the ways students viewed the meaning of intercultural responsibility, their roles in exercising it, the content of student leadership for diversity and inclusion, and what deliberate acts they had taken on to practice intercultural leadership. The interview process drew upon Gubrium and Holstein's approach to active interviewing that allows 'purposefully animated participants to construct versions of reality interactionally rather than merely purvey data' (Gubrium & Holstein, [<reflink idref="bib22" id="ref35">22</reflink>], p. 13).</p> <p>All students were interviewed only once and for about 30 minutes. We tape-recorded and fully transcribed the interviews so that no verbal information would be omitted. To maintain credibility, we adopted a member check measure (Denzin & Lincoln, [<reflink idref="bib11" id="ref36">11</reflink>]), by asking the participants to review and revisit their interview transcripts. We thematically analysed our data by carrying out an inductive analysis. Therefore, we identified the thematic priorities of each interview with regards to our research questions. These priorities were compared and contrasted across all interviews to allow for common themes to emerge.</p> <p>The three researchers independently carried out their analyses via NVivo Software by independently following the codebook development process suggested by Roberts et al. ([<reflink idref="bib46" id="ref37">46</reflink>]), and described in the open coding step in Appendix B. We then compared and contrasted our codes to check for inter-rater reliability to attempt rigour in our analysis. The percentage of agreement was very high, reaching 87%, thus ensuring inter-rater reliability. After that, we began examining our data for themes according to our research questions, and we tried to locate how these were connected to our theoretical model (Robson & McCartan, [<reflink idref="bib47" id="ref38">47</reflink>]). Thereafter, we divided the data into the thematic categories that we discuss in the following section. In order to establish the trustworthiness of our findings, we examined and triangulated our data from multiple angles and different perspectives, continuously looking for alternative possibilities and diverse explanations, trying to develop a richer understanding of them (Creswell, [<reflink idref="bib10" id="ref39">10</reflink>]).</p> <hd id="AN0182340779-5">Students' agency in interculturally-responsible leadership</hd> <p>Our analysis of primary data highlighted two main thematic areas related to students' roles in undertaking intercultural (awareness) initiatives. These initiatives lead students to act critically, without having to operate in discriminatory ways or complying with the rules of operation of the educational system that is often characterised by, and indeed has as its basic quality, social segregation (Janmaat, [<reflink idref="bib31" id="ref40">31</reflink>]). The first thematic category examines the intercultural responsibility actions students undertake. This category is examined through the following subcategories: (a) responsibility for nurturing reciprocal respect, (b) responsibility for perspective taking, and (c) responsibility for fighting out injustices. The second thematic category attempts to highlight the transition of students' actions from intercultural-responsibility initiatives to informal intercultural leadership initiatives. The thematic subcategories highlighted by the analysis for this axis are related to: (a) deliberative acts through the official structures of student leadership, (b) multiplier actions for public awareness, and (c) bottom-up lobbying for political decision-making (see Appendix C). In the following sections we present and discuss the critical agentic actions taken by the student participants in our research, in order to document the ways in which they may become autonomous and interculturally-responsible leaders.</p> <hd id="AN0182340779-6">Highlighting intercultural responsibility</hd> <p>As already mentioned, the intercultural-responsibility actions taken by the participant students are related to actions that focus on the development of mutual respect, responsibility for perspective taking and the fight against injustices.</p> <hd id="AN0182340779-7">Responsibility for nurturing reciprocal respect</hd> <p>Students' initiatives for researching how to cultivate a climate of mutual respect are indicative of their efforts to deconstruct the hierarchical and power relations that very often characterise school processes. S31, for example, in her effort to promote the change she wishes to bring about in the social context of her school, while also defending the social inclusion of students with a diverse cultural capital than her own, says that she is taking actions in order to</p> <p>help create a friendly atmosphere to develop my personality and socialise with my classmates without causing adverse situations that will not benefit anyone.</p> <p>In order to ensure conditions of genuine reciprocity with her culturally 'other' classmates, she takes initiatives to ensure the conditions to:</p> <p>accept me with my peculiarities, without criticising them or trying to change them. Let them seek and learn the new aspects of my country's culture, manners, customs and culture, just as I do!</p> <p>S2 takes a similar attitude in her interactions with her classmates from diverse ethno-cultural backgrounds. As she emphasises, 'regardless of national origin, students who respect each other can coexist in a class', and for this reason she makes sure that her behaviour towards migrant- or minority-origin students does not differ from her behaviour towards the rest of her classmates. As she points out, 'I treat them with respect, with dignity and above all with understanding'.</p> <p>S7 criticises the established education policies considering that 'the education system should be changed in order to suit all students'. In addition, as part of her efforts to establish relationships of mutual understanding and respect, she tries to develop 'new friendships with any new classmates and to exchange habits and perceptions'. As she said, she works towards making 'the attitude of my classmates and teachers to be tolerant towards them' in order to 'develop relationships based on respect between us'. S15, having realised that 'all students of different origins are the same', she emphasises that 'we should not be racist towards those children', and thus she attempts to convince her classmates to 'welcome them with a lot of kindness and a lot of love'.</p> <p>Efforts to cultivate respect to students from ethnic minorities or migrant backgrounds are also made by S18. As she acknowledges the difficulties these students face, she claims to undertake initiatives to facilitate their existence at school. As she characteristically states:</p> <p>Personally, I believe that migrant children's adaptation to their new environment is very difficult as they leave behind their friends, communities, places, and sometimes even their families. So, the best thing we can do for them is to help them in this effort, to treat them in a friendly, equal way, but also to provide them with psychological support, if necessary.</p> <p>What emerges from students' initiatives discussed above is the responsibility they consider to have to undertake intercultural action. These initiatives that resist the creation of manipulated citizens, in the sense of the obligation to serve the dominant ideological model without any criticism and resistance (Magos, [<reflink idref="bib35" id="ref41">35</reflink>]), are convincingly represented through S4's statement that 'the only ones who can to change something in the system, and in the stereotypes that Greeks have, are the students'. Arguably, S4 overtly expresses the hopeful, but also desired perspective of change.</p> <hd id="AN0182340779-8">Responsibility for perspective taking</hd> <p>The students participating in our research also appear to believe that they need to develop responsibility in standing up against unfair treatment and bullying. They seem to be critical of the hierarchy, but especially of those teachers who, by serving the system without making any exceptions, perpetuate discrimination. S11, for example, states that 'teachers often seem not to attend to students who come from another country, they exclude them from their lesson and teach only for the rest of the students'. By trying to put herself in the shoes of these students, S11 determines how she would like to be treated so that she could be included smoothly in the school, both academically and socially. As she points out:</p> <p>If I were a child of migrants who had to attend school in a foreign country, I would want my teachers not to isolate me from their lessons and try as much as possible to teach me the language of the country so that I could communicate with the rest of the children and participate in the lesson.</p> <p>S14 asserts that despite the fact that 'the majority of students in each class has racist behaviour', he tries to take action to reach out and help children with a migrant background. S24, referring to the relationships of migrant- or minority-origin children with teachers, cautions that there is a tendency among teachers to classify minority or migrant cultures so low that equals complete denial of these cultures. He therefore stresses that 'teachers themselves isolate migrant students just because they believe that they have no place in the school and that they are inferior to Greek children'.</p> <p>Similarly, S15 criticises teachers' efforts to meet the varying needs of students coming from diverse cultures, stating that:</p> <p>Some teachers do not have much patience with children from other countries. But to become a teacher you must have scientific and pedagogical training and above all love for all children.</p> <p>S19 points out specific ways in which teachers should confront their students in order to treat them fairly and equitably. Her reports seem to exude a maturity, an example of the responsible way in which she perceives the multifaceted nature of the roles that teachers perform. She says:</p> <p>It is very important that teachers give a multidimensional character to their profession, as their role is not only to conduct the lesson. Teachers must differentiate their students and respect their particularities by creating a climate of cooperation and trust in the classroom.</p> <p>As part of her self-reflection, S20 claims to be showing greater readiness, but also responsibility in the way the so-called 'different' should be treated. As she points out, 'as I grow older, I find that I am changing more and more and I feel that all the prejudices I had when I was younger are disappearing', stating that 'the most important thing is to judge others only by their character and by nothing else'.</p> <p>Finally, S40, who strongly refers to the need to disintegrate the educational system that maintains structural and cultural inequalities, talks about the importance and benefits triggered by the responsible intercultural attitude she ought to undertake to support her culturally-diverse peers. Her following statement is representative of her views:</p> <p>In a system that is fundamentally rotten and, in short, it needs to be demolished, the initiatives I would take in order to support the presence and education of my immigrant peers would be very important to me, as I would feel that I offer and I do not remain idle and apathetic to the problems that affect those around me.</p> <p>It stems from our discussion above that the participant students seem to approach with critical responsibility, but also with intense questioning, the hegemonic culture against vulnerable groups. However, how intercultural is such critical responsibility? The answer is given by Guilherme ([<reflink idref="bib24" id="ref42">24</reflink>]), who asserts that critical responsibility requires decolonial approaches, and thus, it should be intercultural and meta-critical at its core. Following this, students' critical approaches to the functioning of the system, the role of its functions, and the treatment of 'oppressed' students are, by nature, interculturally responsible, as they focus on change and the social-structural transformations that change requires (Mignolo & Walsh, [<reflink idref="bib37" id="ref43">37</reflink>]).</p> <hd id="AN0182340779-9">Responsibility for fighting out injustices</hd> <p>The analysis of our interview data showed another aspect of students' interculturally responsible attitude against the token interculturalism enhanced by functional interculturalism in education. This concerns the responsibilities associated with combating social and academic marginalisation. Students' initiatives seem to be oriented towards eliminating educational inequalities due to socio-economic background. Children from families with low socio-economic status, such as the children of migrants, do not obtain adequate education opportunities; a fact that negatively affects both their academic performance (Zhao et al., [<reflink idref="bib62" id="ref44">62</reflink>]) and the potential development of abilities, inclinations or talents they may have. This situation seems to be troubling the participant students who, not only point it out, but also associate it with the school's inability to combat the inequalities caused by it. For example, S35 refers, without of course excluding exceptions, to the effect of low socio-cultural and economic capital most migrant students carry from their family, on their education and future success. She indicatively says that these children:</p> <p>experience situations of social exclusion, and as a result they start to not care for their future. In fact, there are many examples of foreign students dropping out of school in order to financially support their families; but there are also the exceptions of foreign students, who have continued to tertiary education.</p> <p>S38, focusing on the low social and economic background of the families of two of her classmates, criticises the Ministry's unreadiness to appoint staff who teach art-related courses for the development of creativity skills. She cites, therefore, the example of her peers:</p> <p>An example of a barrier is that two of my migrant classmates have talent and inclination to paint, but in our school, there are no art lessons because no teacher has been appointed and the responsibity for this lies with the Ministry of Education. So, these children, although their parents cannot afford it, they pay a lot to have courses outside the school.</p> <p>S16 also refers to the need to combat inequalities both in education and professional opportunities, stressing the importance for children with a migrant background to 'have equal job opportunities, but also equal treatment in education'. Last but not least, S18 highlights the need for schools to enrich their curricula, even beyond their standard opening hours, to include additional activities that may enhance social inclusion, interaction and capacity building for all students without exception.</p> <p>What emerges from the analysis of their interviews is that the participant students are critical of the various aspects of inequalities that characterise education, arguing that the educational context should primarily provide them with a means to cultivate their skills 'for autonomous, critical and innovative thinking' (Strand, [<reflink idref="bib53" id="ref45">53</reflink>], p. 142). At the same time, they make an effort to take on intercultural responsibility by challenging power relations and social asymmetries (Guilherme, [<reflink idref="bib24" id="ref46">24</reflink>]) in order to contribute to the fight against all kinds of injustices. Their transition from developing intercultural responsibility initiatives to informal leadership actions can lead to the development of those reciprocity models that are based on student agency, power sharing and shared decision-making, and lead to both social and educational inclusion (Bourke & Loveridge, [<reflink idref="bib4" id="ref47">4</reflink>]). We analyse these actions in the next section.</p> <hd id="AN0182340779-10">Promoting informal intercultural leadership</hd> <p>Student initiatives that promote informal forms of intercultural leadership, which are analysed below, relate to: (a) deliberative acts through formal structures of student leadership, (b) multiplier actions for public awareness, and (c) bottom-up lobbying for political decision-making.</p> <hd id="AN0182340779-11">Deliberative acts through formal structures of student leadership</hd> <p>Some of the participating students appear to be trying to influence the perceptions and attitudes of their peers and teachers by exercising their democratic right to participate in the student councils of their schools. By doing so, they affirm their need to assume informal leadership roles transforming them from citizens 'on hold' (Osler, [<reflink idref="bib42" id="ref48">42</reflink>]) to democratically active citizens who put themselves in the place of the other (Dreamson, [<reflink idref="bib14" id="ref49">14</reflink>]) and fight against systemic discrimination. S39, for example, discusses the actions she is willing to take to influence others' rigid beliefs about diversity:</p> <p>Before the school elections, I would prepare a speech arguing in favour of vulnerable social groups, their rights, the challenges they face, as well as the ways in which we can all coexist peacefully without discrimination and manifestations of violence.</p> <p>S14 points out his deliberative actions to deconstruct teachers' preconceived notions of diversity and his intention to participate in consultation with his school's teacher council. As he says, '[...] We must have a council meeting with teachers so that they stop discriminating against immigrant students'. S17 takes on an equally important initiative by making the effort to involve students with immigrant biography in the school's decision-making process. As she stresses, she aims to 'encourage them to engage with our school's affairs'. This initiative, apart from being an authentic act of intercultural responsibility, is a sign of eminently intercultural leadership behaviour. On the one hand, it contributes to mobilising all students' participation in the formal structures of student leadership to ensure unanimity, and not just majority. On the other hand, it furthers all students' participation in the processes consultation and resolution of issues that concern them (Mitra & Gross, [<reflink idref="bib39" id="ref50">39</reflink>]), allowing them to be involved in the decision-making process by acting inclusively (Messiou, [<reflink idref="bib36" id="ref51">36</reflink>]).</p> <hd id="AN0182340779-12">Multiplier actions for public awareness</hd> <p>In their attempt to challenge the hegemonic nature of power distribution and to contribute to public awareness by going beyond the boundaries of the school community, some students referred to the actions they are willing to take in order to empower those students who have a diverse linguistic or cultural background. S37 characteristically states that 'students of different ethnic origins need different treatment', and for this reason she proposes the 'proper mobilisation and interest from teachers' associations and student communities', referring to the need to hold events aimed at defending the 'voice' of vulnerable individuals and groups. S28, in the context of raising awareness, points out that 'I would suggest to my headteacher to carry out an event at our school as a tribute to children of diverse ethnic origins', while S31 talks about 'holding a theatrical event' with the aim of raising awareness on issues related to stereotypes, ethnocentrism and social inequalities. S1 intends to undertake a more radical socio-activist action in order to raise intercultural awareness of the rights of migrant-origin children and accordingly she stresses that:</p> <p>I would make some banners with written slogans specifically for these people, so that we can rally other people to help us out with this project. Also, I would do graffiti portraying people who are migrants holding hands with us.</p> <p>Finally, S31, taking advantage of her familiarity with new technologies and her participation in groups on social media, refers to an online awareness campaign that she could organise in order to create a multiplier effect on defending the rights of people with diverse ethnocultural backgrounds. As she says:</p> <p>Under the umbrella of social media - Facebook, Twitter - I would organise a campaign with the slogan 'Accept the DIFFERENT', where students, mainly, but also people from all walks of life, would gather, always peacefully, to demonstrate and defend migrant students, and indirectly would defend not only students, but also all the people who are among these groups.</p> <p>The above approaches of informal intercultural leadership endorsed by the research students emerge from clear critical perspectives on interculturalism. Such critical perspectives could contribute to the rethinking of interculturalism through a meaningful awareness of persistent unequal relationships between individuals, groups and cultures. Provided that critical interculturalism entails 'the liberation of intercultural relations from the prison of coloniality' (Quijano, [<reflink idref="bib45" id="ref52">45</reflink>], p. 178), it can, at the same time, lead to the cultivation of student agency in such a way that this liberation is part of the 'social liberation from all power organised as inequality, discrimination, exploitation and as domination' (Quijano, [<reflink idref="bib45" id="ref53">45</reflink>], p. 178). Students also seem to understand that interculturalism is about the collective action of people who feel free to act without being categorised on the basis of specific characteristics (Zapata-Barrero, [<reflink idref="bib60" id="ref54">60</reflink>]). This action, even when at the level of intentions, indicates the ways in which they not only act but also think, since participation, interaction and reciprocity concern both students' actions to achieve change and their thoughts and feelings (Messiou, [<reflink idref="bib36" id="ref55">36</reflink>]).</p> <hd id="AN0182340779-13">Bottom-up lobbying for policy decision-making</hd> <p>One of the key success criteria of education systems is to reduce the impact of students' cultural and socio-economic differences (Pont, [<reflink idref="bib44" id="ref56">44</reflink>]). The students participating in our research, acting as informal leaders, appear to seek to broaden the conventional network of school leaders to meet the developmental needs of an intercultural school organisation (Hajisoteriou et al., [<reflink idref="bib27" id="ref57">27</reflink>]), to minimise the dominance by superiors (Nelson, [<reflink idref="bib41" id="ref58">41</reflink>]), and to effectively combine equality with the quality of education (Pont, [<reflink idref="bib44" id="ref59">44</reflink>]). Thus, the student agency they undertake tends to adopt a form of consultation and participation in the policy decision-making of the school that sets as a key priority the adaptation to the bigger intercultural picture. With their suggestions, they attempt to exert influence from the bottom up, in order to meet the needs and improve the learning outcomes of children with diverse cultural backgrounds.</p> <p>More specifically, S36 mentions her intentions for influence and mobilisation to create the conditions for strengthening equality in learning. As she points out, referring to potential bilingual students, 'I would try in some ways to get us mobilised to put pressure on the secondary education office to send specifically-trained staff to our school for their education'. Similar is S35's approach who cites relevant mobilisations by the school's educational body and student communities, saying that 'it is necessary for classes for these students to be staffed with qualified personnel'. Their contributions are essential as they focus on the structural injustices of the Greek educational system, which does not provide for quality language teaching for newcomer migrant students who enrol in secondary education. It is indicative that of a total of about 3,500 secondary schools in Greece only 233 (about 6%) operate reception classes in which the Greek language is taught to students with little or no knowledge or with a moderate level of Greek proficiency.</p> <p>The right of students with diverse linguistic and cultural backgrounds to equal access and participation in institutionalised education is also highlighted by S33, who emphasises that:</p> <p>I would make a request to the head-teacher of my school asking him to contact the Ministry of Education, because our school definitely needs a teacher who speaks the language of my immigrant classmates in order to help them with the lessons, and to give them some extra hours of lessons, so that they can attend the class with the rest of their peers.</p> <p>S30 refers to the insufficiency of intercultural teaching practices and the inappropriate prioritisation of teaching goals, and thus concludes with the need to exert influence by making pertinent requests in order to reverse the existing situation. As she says:</p> <p>Basic teacher education does not provide them with the necessary knowledge and skills to help these children. Their professional obligations and the priorities of their daily teaching act as obstacles in the effort to support migrant students. Therefore, we could address specific requests to Secondary Education [office] to act accordingly, so that as a result the above barriers would be eliminated.</p> <p>Students' intentions and actions, both in undertaking intercultural responsibility initiatives and in initiatives from which informal leadership behaviour emerges, indicate their need to act with autonomy, so that they can exercise control over their own lives and the issues that concern them (Solhaug & Osler, [<reflink idref="bib50" id="ref60">50</reflink>]). They approach and interpret educational injustices with the aim of addressing them, sometimes by using intentions and rhetorical schemes and sometimes actions, in order to counteract social exclusion. They seem to endorse the belief that education is the foundation for shaping more just societies (Ainscow, [<reflink idref="bib1" id="ref61">1</reflink>]), democratic communities and democratic dialogue between cultures (Dzhurinskiy, [<reflink idref="bib15" id="ref62">15</reflink>]). By moving towards the higher levels of participation, they become essential 'agents in the reform process' (Mitra, [<reflink idref="bib38" id="ref63">38</reflink>], p. 473), but also interculturally responsible leaders, who wish to intervene in addressing the root causes of structural and cultural inequalities by adopting and promoting critical forms of interculturalism.</p> <hd id="AN0182340779-14">Discussion</hd> <p>Regardless of whether the students participating in our research take on specific actions that reflect an interculturally responsible attitude or whether they just explicitly state their intentions to act with intercultural responsibility, what emerges from our findings is their shared commitment to solidarity, to rejecting cultural relativism and autocracy, and to strengthening their shared, active, and responsible action that respects individual freedoms and rights (Guilherme, [<reflink idref="bib24" id="ref64">24</reflink>]). Undoubtedly, therefore, they develop intercultural responsibility in a way that distances them from practices stemming from functional interculturalism. Thus, they focus not only on the recognition of cultural differences, but they move on to question the structures, institutions and social relations that perpetuate inequality, as it is also addressed by critical interculturalism (Walsh [<reflink idref="bib57" id="ref65">57</reflink>], as mentioned in Granados-Beltrán, [<reflink idref="bib20" id="ref66">20</reflink>]).</p> <p>Nonetheless, going into more depth in interpreting their interview data, what we observe is that some students express their intercultural responsibility in terms of humanism, whilst others express this in terms of social justice. In the first case, students focus, primarily but not exclusively, on the consequences caused by intercultural conflicts and the fight for resolving such conflicts. In the second case, students demand a world free from injustice by focusing on eradicating it. Gorski ([<reflink idref="bib18" id="ref67">18</reflink>]), in explaining authentic intercultural discourse, cautions about the transition from making peace between the sexes to their equality, from racial harmony to racial justice, and from projecting migrants' culture to the defence of their rights. Therefore, to the extent that students, regardless of endorsing more humanistic or socially-just stances, deploy authentic intercultural rhetoric and practices to deconstruct power and privileges, they develop an intercultural responsibility that challenges all those policies, practices and cultural behaviours that build up to systemic discrimination (Council of Europe, [<reflink idref="bib9" id="ref68">9</reflink>]), disadvantaging some groups and privileging others.</p> <p>The transition from humanistic to socially-just expressions and practices with regards to addressing various issues related to interculturalism, depicts the escalation of intercultural thinking: the more mature it is, the more in-depth are the intercultural responsibility roles commenced. Therefore, what we argue is that, as students become more interculturally responsible, the easier it is for them to take on informal leadership roles. Students thus engage and mediate in decision-making that aims to combat marginalisation, demolish barriers to inclusion and improve school conditions (Hajisoteriou et al., [<reflink idref="bib28" id="ref69">28</reflink>]).</p> <p>Past literature has documented various leadership models and characteristics of adult school leaders. Arguably, the question that may be raised at this point is whether there is any correspondence between these models or characteristics and the informal leadership roles assumed by students. Our research documented students' effort to multiply the influence of interculturalism, through a critical perspective. Such an approach collides with the critical-multicultural approach leading to the model of critical and social justice leadership described by Zembylas and Iasonos ([<reflink idref="bib61" id="ref70">61</reflink>]). This model adheres to school leaders' critical intervention to pursue the values of social justice, inclusion and democracy (Morrison et al., [<reflink idref="bib40" id="ref71">40</reflink>]). Having said that, students not only endorse critical stances, but indirectly apply transformative leadership as they consciously or subconsciously practice strategies to fight inequalities, prejudices and discriminations, whilst, by drawing upon their own perceptions and experiences of social justice (Fitzpatrick & Santamaria, [<reflink idref="bib16" id="ref72">16</reflink>]), they focus on equality, justice and reciprocal respect (Turhan, [<reflink idref="bib56" id="ref73">56</reflink>]).</p> <p>Additionally, with regards to the elements that can identify leadership behaviour, Lisak and Erez ([<reflink idref="bib33" id="ref74">33</reflink>]) point out three underpinning components of intercultural school leadership: cultural intelligence, global identity, and sincere acceptance of cultural pluralism. The students participating in our study appear to understand the challenges arising from diversity and as a result they take on initiatives and actions that respond effectively to these challenges by demonstrating high cultural intelligence. At the same time, their efforts to build solid intercultural relations show exactly that they act as informal leaders with a global identity. Last but not least, their positive attitude towards cultural pluralism creates for them the incentives to engage in problem-solving so as to actively contribute in the development of intercultural school environments.</p> <hd id="AN0182340779-15">Conclusions</hd> <p>The research we present brings to the surface an alternative perspective of school leadership compared to the past: it emphasises other sources of leadership that may exist but may be ignored in educational contexts – especially in intercultural ones (Woods & Roberts, [<reflink idref="bib59" id="ref75">59</reflink>]). As it emerged, the participant students' agency documents a specific form of participation, which is characterised by intercultural responsibility and leads to increasingly meaningful leadership behaviours. These emerging informal and spontaneous forms of leadership meet the developmental needs of the intercultural school organisation (Hajisoteriou et al., [<reflink idref="bib27" id="ref76">27</reflink>]), and promote improvement and change. Our participant students proved that they move flexibly beyond what is obvious: they are not only fighting out social inequalities but are reconstructing social ties and social capital in order to 'restore' social justice and bring about change. The data allow us to draw this conclusion for both Greek and migrant students. For the latter in particular, it seems that their familiarity with Greek cultural norms and proficiency in the use of Greek, at least in oral communication, can make them as confident and proactive as their Greek peers.</p> <p>Even though most school policies and practices are the products of a hegemonic and colonial perspective (Sousa Santos, [<reflink idref="bib51" id="ref77">51</reflink>]), in our research students appeared to focus their agency on decolonisation and anti-hegemony and their efforts to enhance the understanding of equality and inequality by every single member of the school community. Gorski ([<reflink idref="bib19" id="ref78">19</reflink>]) names this approach 'equity literacy'. Equity literacy, by pointing to an in-depth understanding of diversity, guides our practices away from overly simplistic intercultural approaches that sustain power and maintain all kinds of privileges. Walsh ([<reflink idref="bib58" id="ref79">58</reflink>]) refers to transformative strategies that focus on analysing critically the structures, mechanisms, and power relations that reinforce inequality, devaluation, and discrimination. Some of these transformative strategies emerged through the initiatives of the students participating in our research.</p> <p>Students' agency draws upon their intercultural responsibility (Guilherme et al., [<reflink idref="bib26" id="ref80">26</reflink>]), and makes them interculturally committed to reciprocal relationships of respect while participating in efforts for social emancipation and decision-making. Our research, therefore, bears a variety of implications for both education and education policy-making. As it turned out, students, by actively participating in the political processes of critical decision-making, transform into acting subjects, who act independently and deliberatively for their education in an inclusive way. At the same time, critical research, inquiry and action on issues regarding diversity, race, gender and especially social justice, makes students interculturally responsible, leading them to assume informal leadership roles.</p> <p>The research we have presented has highlighted specific aspects of students' intercultural responsibility and how these facilitate the transition to informal leadership roles. However, there is always room for further research and exploration in this area. With regard to the survey participants, action research or an observation could be conducted in the future to investigate whether the children's actions and intentions for future action were given in the light of political correctness or self-promotion. More general future research directions and questions remain open for investigation and may include the long-term effects of intercultural responsibility and informal leadership roles on students' personal and professional development, the investigation of whether the transition from intercultural responsibility to informal leadership roles differs between primary, secondary, and higher-education levels, and/or the ways in which educational institutions and governments may foster these transitions in a more official, institutionalised, and beneficial manner.</p> <p>In conclusion, empowerment for student agency that focuses on critical interculturalism can make students interculturally responsible leaders and be the stepping stone for the creation of a more just school (Cook-Sather, [<reflink idref="bib8" id="ref81">8</reflink>]). What remains is for adults (policymakers, exponents of educational policies, school stakeholders) to understand that the cultivation of 'authentic' and 'critical' student agency should not be realised as a 'concession' made by adults, but it can only happen with their support.</p> <hd id="AN0182340779-16">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0182340779-17">Appendix A. Demographic Characteristics of Study Participants</hd> <p></p> <p> <ephtml> <table><thead><tr><td>Gender</td><td>Grades</td><td>N</td></tr></thead><tbody><tr><td>3rd Grade of Junior High School Age (years): 15</td><td>1st Grade of Upper High School Age (years): 16</td><td>2rd Grade of Upper High School Age (years): 17</td></tr><tr><td>Male</td><td>3</td><td>2</td><td>2</td><td>7</td></tr><tr><td>Female</td><td>14</td><td>7</td><td>12</td><td>33</td></tr><tr><td>N</td><td>17</td><td>9</td><td>14</td><td>40</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182340779-18">Appendix B. The path from raw data to conclusive insights</hd> <p></p> <ulist> <item> <bold> Data verification </bold> : The first step in our research was to ensure the accuracy and completeness of the transcripts, ensuring that all relevant information was captured without errors or omissions.</item> <p></p> <item> <bold> Open coding </bold> : To extract themes and sub-themes from the interviews, the research team employed open coding. Each of us three coders independently analysed the data, identifying emerging themes and patterns within the transcripts. To independently carry out our analysis, each researcher followed the codebook development process as described by Roberts et al. ([<reflink idref="bib46" id="ref82">46</reflink>]), which allows the researchers to check out for intercoder reliability, and thus for rigour and replicability of the analysis. The process included the following steps: codes labelled, described, defined, qualifications and exclusions identified, examples from raw texts confirmed and inter-coder testing and training (inter-rater reliability).</item> <p></p> <item> <bold> Collaborative discussion </bold> : After completing the open coding phase, we engaged in a collaborative discussion. This dialogue allowed us to share and compare our open codes, facilitating consensus and highlighting areas of agreement and divergence in our interpretations.</item> <p></p> <item> <bold> Axial and selective coding </bold> : After the initial discussion, we reconvened to collectively generate axial and selective codes based on the open codes. This process involved identifying overarching themes, sub-themes, and connections within the data, providing a structured framework for further analysis.</item> <p></p> <item> <bold> Framework development </bold> : A significant stage in our collaboration was the development of the research framework. We worked together to establish a clear structure for the article, ensuring that the findings were presented cohesively and logically.</item> <p></p> <item> <bold> Results presentation refinement </bold> : To ensure clarity and precision in presenting the research results, we engaged in a discussion focused on 'wordsmithing'. This step involved fine-tuning the language used in the research report to present the findings in the most effective and reader-friendly manner.</item> <p></p> <item> <bold> Facing the risks of translation </bold> : Following on from the previous stage, we moved on to the final stage where we discussed how to reduce or eliminate the risks involved in translating words. Two of the three researchers, who have excellent knowledge of the English language, are familiar with the cultural context (as is the third researcher), so they have the ability to accurately match words and phrases from one language to another. We also discussed our focus on fully controlling our biases so as not to misinterpret students' responses.</item> </ulist> <hd id="AN0182340779-19">Appendix C. Students' agency in interculturally-responsible leadership</hd> <p></p> <p> <ephtml> <table><thead><tr><td>Discourse and dimension</td><td>Example quote</td></tr></thead><tbody><tr><td><bold>Highlighting intercultural responsibility</bold></td></tr><tr><td><italic>Responsibility for nurturing reciprocal respect</italic></td><td><italic>'Personally, I believe that migrant children's adaptation to their new environment is very difficult as they leave behind their friends, communities, places, and sometimes even their families. So, the best thing we can do for them is to help them in this effort, to treat them in a friendly, equal way, but also to provide them with psychological support, if necessary'</italic>. <italic>(S18, age 17)</italic></td></tr><tr><td><italic>Responsibility for perspective taking</italic></td><td><italic>'If I were a child of migrants, who had to attend school in a foreign country, I would want my teachers not to isolate me from their lessons and try as much as possible to teach me the language of the country so that I could communicate with the rest of the children and participate in the lesson'</italic>. <italic>(S1, age 17)</italic></td></tr><tr><td><italic>Responsibility for fighting out injustices</italic></td><td><italic>'They experience situations of social exclusion, and as a result they start to not care for their future. In fact, there are many examples of foreign students dropping out of school in order to financially support their families; but there are also the exceptions of foreign students, who have continued to tertiary education [...] We should and we have to support them'</italic>. <italic>(S35, age 16)</italic></td></tr><tr><td><bold>Promoting informal intercultural leadership</bold></td></tr><tr><td><italic>Deliberative acts through formal structures of student leadership</italic></td><td><italic>'Before the school elections, I would prepare a speech arguing in favour of vulnerable social groups, their rights, the challenges they face, as well as the ways in which we can all coexist peacefully without discrimination and manifestations of violence'</italic>. <italic>(S39, age 15)</italic></td></tr><tr><td><italic>Multiplier actions for public awareness</italic></td><td><italic>'Under the umbrella of social media – Facebook, Twitter – I would organise a campaign with the slogan "Accept the DIFFERENT", where students, mainly, but also people from all walks of life, would gather, always peacefully, to demonstrate and defend migrant students, and indirectly would defend not only students, but also all the people who are among these groups'</italic>. <italic>(S31, age 17)</italic></td></tr><tr><td><italic>Bottom-up lobbying for policy decision-making</italic></td><td><italic>'I would make a request to the head-teacher of my school asking him to contact the Ministry of Education, because our school definitely needs a teacher who speaks the language of my immigrant classmates in order to help them with the lessons, and to give them some extra hours of lessons, so that they can attend the class with the rest of their peers'</italic>. <italic>(S31, age 17)</italic></td></tr></tbody></table> </ephtml> </p> <ref id="AN0182340779-20"> <title> References </title> <blist> <bibl id="bib1" idref="ref61" type="bt">1</bibl> <bibtext> Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6 (1), 7 – 16. https://doi.org/10.1080/20020317.2020.1729587</bibtext> </blist> <blist> <bibl id="bib2" idref="ref7" type="bt">2</bibl> <bibtext> Baraldi, C. (2014). Children's participation in communication systems: A theoritical perpective to shape research. In Sociological studies of children and youth (Vol. 18, pp. 63 – 92). Emerald. https://doi.org/10.1108/S1537-466120140000018014</bibtext> </blist> <blist> <bibl id="bib3" idref="ref30" type="bt">3</bibl> <bibtext> Bernardes, R. P., Black, G., Otieno Jowi, J., & Wilcox, K. (2021). Teachers' critical interculturality understandings after an international teaching practicum. Critical Studies in Education, 62 (4), 502 – 518. https://doi.org/10.1080/17508487.2019.1620817</bibtext> </blist> <blist> <bibl id="bib4" idref="ref47" type="bt">4</bibl> <bibtext> Bourke, R., & Loveridge, J. (2018). Using student voice to challenge understandings of educational research, policy and practice. In R. Bourke & J. Loveridge (Eds.), Radical collegiality through student voice: Educational experience, policy and practice (pp. 1 – 16). Springer Singapore. https://doi.org/10.1007/978-981-13-1858-0_1</bibtext> </blist> <blist> <bibl id="bib5" idref="ref16" type="bt">5</bibl> <bibtext> Collins, H. (2018). Interculturality from above and below: Navigating uneven discourses in a neoliberal university system. Language and Intercultural Communication, 18 (2), 167 – 183. https://doi.org/10.1080/14708477.2017.1354867</bibtext> </blist> <blist> <bibl id="bib6" idref="ref14" type="bt">6</bibl> <bibtext> Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press. https://doi.org/10.2307/j.ctv11hpkdj</bibtext> </blist> <blist> <bibl id="bib7" idref="ref18" type="bt">7</bibl> <bibtext> Colombo, M., & Gilardoni, G. (2021). Intercultural issues and concepts. A multi-disciplinary glossary. Peter Lang AG.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref81" type="bt">8</bibl> <bibtext> Cook-Sather, A. (2020). Student voice across contexts: Fostering student agency in today's schools. Theory into Practice, 59 (2), 182 – 191. https://doi.org/10.1080/00405841.2019.1705091</bibtext> </blist> <blist> <bibl id="bib9" idref="ref68" type="bt">9</bibl> <bibtext> Council of Europe. (2020). Identifying and preventing systemic discrimination at the local level. Policy study, October 2020. Intercultural Cities Unit, Council of Europe.</bibtext> </blist> <blist> <bibtext> Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approaches (4th ed.). Sage Publications.</bibtext> </blist> <blist> <bibtext> Denzin, N. K., & Lincoln, Y. (2011). The sage handbook of qualitative research (4th ed.). Sage Publications.</bibtext> </blist> <blist> <bibtext> Dietz, G. (2018). Interculturality. In H. Callan (Ed.), The international encyclopaedia of anthropology (pp. 1 – 19). John Wiley and Sons. https://doi.org/10.1002/9781118924396</bibtext> </blist> <blist> <bibtext> Dolejšiová, D. (2012). Intercultural education from a global perspective: Caught between Universalism and contextualization. In Y. Ohana & H. Otten (Eds.), Where do you stand? Intercultural learning and political education in contemporary Europe (pp. 109 – 134). VS Verlag, Germany. https://doi.org/10.1007/978-3-531-94326-8_16</bibtext> </blist> <blist> <bibtext> Dreamson, N. (2018). Culturally inclusive global citizenship education: Metaphysical and non-western approaches. Multicultural Education Review, 10 (2), 75 – 93. https://doi.org/10.1080/2005615X.2018.1460896</bibtext> </blist> <blist> <bibtext> Dzhurinskiy, A. (2015). School policy in Russia and the challenges of a multicultural Society. Procedia-Social and Behavioral Sciences, 186, 811 – 814. https://doi.org/10.1016/j.sbspro.2015.04.181</bibtext> </blist> <blist> <bibtext> Fitzpatrick, K., & Santamaria, L. J. (2015). Disrupting racialization: Considering critical leadership in the field of physical education. Physical Education & Sport Pedagogy, 20 (5), 532 – 546. https://doi.org/10.1080/17408989.2014.990372</bibtext> </blist> <blist> <bibtext> Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). "Invisible" bilingualism – "invisible" language ideologies: Greek teachers' attitudes towards immigrant pupils' heritage languages. International Journal of Bilingual Education and Bilingualism, 18 (1), 60 – 72. https://doi.org/10.1080/13670050.2013.877418</bibtext> </blist> <blist> <bibtext> Gorski, P. (2009). Intercultural education as social justice. Intercultural Education, 20 (2), 87 – 90. https://doi.org/10.1080/14675980902922135</bibtext> </blist> <blist> <bibtext> Gorski, P. (2016). Equity literacy: More than celebrating diversity. Diversity in Ed.com, 11 (1), 12 – 15.</bibtext> </blist> <blist> <bibtext> Granados-Beltrán, C. (2016). Critical interculturality. A path for pre-service ELT teachers. Íkala, Revista de Lenguaje y Cultura, 21 (2), 171 – 187. https://doi.org/10.17533/udea.ikala.v21n02a04</bibtext> </blist> <blist> <bibtext> Grant, C. A. (2016). Depoliticization of the language of social justice, multiculturalism, and multicultural education. Multicultural Education Review, 8 (1), 1 – 13. https://doi.org/10.1080/2005615X.2015.1133175</bibtext> </blist> <blist> <bibtext> Gubrium, J. F., & Holstein, J. (2001). From the individual interview to the interview society. In J. F. Gubrium & J. Holstein (Eds.), Handbook of interview research (pp. 1 – 31). Sage Publications. https://dx.doi.org/10.4135/9781412973588.n3</bibtext> </blist> <blist> <bibtext> Guilherme, M. (2019). The critical and decolonial quest for intercultural epistemologies and discourses. Journal of Multicultural Discourses, 14 (1), 1 – 13. https://doi.org/10.1080/17447143.2019.1617294</bibtext> </blist> <blist> <bibtext> Guilherme, M. (2020). Intercultural responsibility: Critical inter-epistemic dialog and equity for sustainable development. In W. Leal Filho, A. M. Azul, L. Brandli, A. Lange Salvia, & T. Wall (Eds.), Partnerships for the goals. Encyclopedia of the UN sustainable development goals. Springer, Cham. https://doi.org/10.1007/978-3-319-71067-9_75-1</bibtext> </blist> <blist> <bibtext> Guilherme, M., & Dietz, G. (2015). Difference in diversity: Multiple perspectives on multicultural, intercultural, and transcultural conceptual complexities. Journal of Multicultural Discourses, 10 (1), 1 – 21. https://doi.org/10.1080/17447143.2015.1015539</bibtext> </blist> <blist> <bibtext> Guilherme, M., Keating, C., & Hoppe, D. (2010). Intercultural responsibility: Power and ethics in intercultural dialogue and interaction. In M. Guilherme, E. Glaser, & M. del Carmen Méndez Garcia (Eds.), The intercultural dynamics of multicultural working (pp. 77 – 94). Multilingual Matters. https://doi.org/10.21832/9781847692870-008</bibtext> </blist> <blist> <bibtext> Hajisoteriou, C., Karousiou, C., & Angelides, P. (2018). Successful components of school improvement in culturally diverse schools. School Effectiveness and School Improvement, 29 (1), 91 – 112. https://doi.org/10.1080/09243453.2017.1385490</bibtext> </blist> <blist> <bibtext> Hajisoteriou, C., Karousiou, C., & Angelides, P. (2021). Children's voices on marginalisation and inclusion: Lessons to be learned from two decades of research in Cyprus. International Journal of Inclusive Education, 1 – 25. https://doi.org/10.1080/13603116.2021.2008534</bibtext> </blist> <blist> <bibtext> Hajisoteriou, C., Karousiou, C., & Angelides, P. (2022). Rethinking interculturalism: Student voices on promoting intercultural school development. Research Papers in Education, 37 (2), 249 – 274. https://doi.org/10.1080/02671522.2020.1849367</bibtext> </blist> <blist> <bibtext> Hajisoteriou, C., & Sorkos, G. (2022). Students as informal leaders in deliberate acts of inclusion. Research Papers in Education, 38 (6), 1 – 20. https://doi.org/10.1080/02671522.2022.2065525</bibtext> </blist> <blist> <bibtext> Janmaat, J. G. (2022). School social segregation and social inequalities in political engagement among 16 to 20 year old in fourteen countries. Research Papers in Education, 37 (1), 52 – 73. https://doi.org/10.1080/02671522.2020.1789716</bibtext> </blist> <blist> <bibtext> Lagou, F., & Zorbas, V. (2020). Promoting intercultural communicative competence through CLIL in Greek primary education. Language Teaching Research Quarterly, 17, 1 – 19. https://doi.org/10.32038/ltrq.2020.17.01</bibtext> </blist> <blist> <bibtext> Lisak, A., & Erez, M. (2015). Leadership emergence in multicultural terms: The power of global characteristics. Journal of World Business, 50 (1), 3 – 14. https://doi.org/10.1016/j.jwb.2014.01.002</bibtext> </blist> <blist> <bibtext> Lovell, T. (2003). Resisting with authority. Historical specificity, agency and the performative self. Theory, Culture & Society, 20 (1), 1 – 17. https://doi.org/10.1177/0263276403020001918</bibtext> </blist> <blist> <bibtext> Magos, K. (2022). Το πέταγμα του Ερόλ: Κριτική διαπολιτισμική εκπαίδευση στην προσχολική και πρωτοσχολική ηλικία (Erol's flight: Critical intercultural education in preschool and primary school age). Gutenberg.</bibtext> </blist> <blist> <bibtext> Messiou, K. (2019). The missing voices: Students as a catalyst for promoting inclusive education. International Journal of Inclusive Education, 23 (7–8), 768 – 781. https://doi.org/10.1080/13603116.2019.1623326</bibtext> </blist> <blist> <bibtext> Mignolo, W., & Walsh, C. (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press. https://doi.org/10.1215/9780822371779</bibtext> </blist> <blist> <bibtext> Mitra, D. L. (2018). Student voice in secondary schools: The possibility for deeper change. Journal of Educational Administration, 56 (5), 473 – 487. https://doi.org/10.1108/JEA-01-2018-0007</bibtext> </blist> <blist> <bibtext> Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration & Leadership, 37 (4), 522 – 543. https://doi.org/10.1177/1741143209334577</bibtext> </blist> <blist> <bibtext> Morrison, M., Lumby, J., & Krishan, S. (2006). Diversity and diversity management: Messages from recent research. Educational Management Administration & Leadership, 34 (3), 277 – 295. https://doi.org/10.1177/1741143206065264</bibtext> </blist> <blist> <bibtext> Nelson, E. (2017). Re-thinking power in student voice as games of truth: Dealing/playing your hand. Pedagogy Culture & Society, 25 (2), 181 – 194. https://doi.org/10.1080/14681366.2016.1238839</bibtext> </blist> <blist> <bibtext> Osler, A. (2005). Teachers, human rights, and diversity. Trentham Books.</bibtext> </blist> <blist> <bibtext> Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.</bibtext> </blist> <blist> <bibtext> Pont, B. (2017). School leadership for equity: A comparative perspective. In the impact of the OECD on education worldwide. International Perspectives on Education and Society, 31, 99 – 124. https://doi.org/10.1108/S1479-367920160000031007</bibtext> </blist> <blist> <bibtext> Quijano, A. (2007). Coloniality and modernity/rationality. Cultural Studies, 21 (2), 168 – 178. https://doi.org/10.1080/09502380601164353</bibtext> </blist> <blist> <bibtext> Roberts, K., Dowell, A., & Nie, J. B. (2019). Attempting rigour and replicability in thematic analysis of qualitative research data; a case study of codebook development. BMC Medical Research Methodology, 19 (1), 66. https://doi.org/10.1186/s12874-019-0707-y</bibtext> </blist> <blist> <bibtext> Robson, C., & McCartan, K. (2016). Real world research (4th ed.). John Wiley and Sons.</bibtext> </blist> <blist> <bibtext> Sandoval, M., & Messiou, K. (2020). Students as researchers for promoting school improvement and inclusion: A review of studies. International Journal of Inclusive Education, 26 (8), 780 – 795. https://doi.org/10.1080/13603116.2020.1730456</bibtext> </blist> <blist> <bibtext> Siapera, E. (2010). Cultural diversity and global media: The mediation of difference. Wiley Online Books. https://doi.org/10.1002/9781444319132</bibtext> </blist> <blist> <bibtext> Solhaug, T., & Osler, A. (2017). Intercultural empathy among Norwegian students: An inclusive citizenship perspective. International Journal of Inclusive Education, 22 (1), 89 – 110. https://doi.org/10.1080/13603116.2017.1357768</bibtext> </blist> <blist> <bibtext> Sousa Santos, B. (2018). The end of the cognitive empire: The coming of age of epistemologies of the south. Duke University Press.</bibtext> </blist> <blist> <bibtext> Spivak, G. C. (1999). A critique of postcolonial reason: Toward a history of the vanishing present. Harvard University Press.</bibtext> </blist> <blist> <bibtext> Strand, T. (2022). What promotes justice in, for and through education today? Ethics & Education, 17 (2), 141 – 148. https://doi.org/10.1080/17449642.2022.2054563</bibtext> </blist> <blist> <bibtext> Tsakalou, D., Hamilton, L., & Brown, J. (2020). Institutional narratives and the struggle for inclusive communities in the Greek context. International Journal of Inclusive Education, 24 (4), 395 – 413. 1464605. https://doi.org/10.1080/13603116.2018.1464605</bibtext> </blist> <blist> <bibtext> Tubino, F. (2013). Intercultural practices in Latin America Nation states. Journal of Intercultural Studies, 34 (5), 604 – 619. https://doi.org/10.1080/07256868.2013.807538</bibtext> </blist> <blist> <bibtext> Turhan, M. (2010). Social justice leadership: Implications for roles and responsibilities of school administrators. Procedia-Social and Behavioral Sciences, 9, 1357 – 1361. https://doi.org/10.1016/j.sbspro.2010.12.334</bibtext> </blist> <blist> <bibtext> Walsh, C. (2015). Decolonial pedagogies walking and asking: Notes to Paulo Freire from AbyaYala. International Journal of Lifelong Education, 34 (1), 9 – 21. https://doi.org/10.1080/02601370.2014.991522</bibtext> </blist> <blist> <bibtext> Walsh, C. (2018). Interculturality and decoloniality. In W. Mignolo & C. Walsh (Eds.), On decoloniality: Concepts, analytics, praxis (pp. 57 – 80). Duke University Press. https://doi.org/10.1515/9780822371779-005</bibtext> </blist> <blist> <bibtext> Woods, A., & Roberts, P. A. (2018). Theorising the values of collage in exploring educational leadership. British Educational Research Journal, 44 (4), 626 – 642. https://doi.org/10.1002/berj.3451</bibtext> </blist> <blist> <bibtext> Zapata-Barrero, R. (2016). Exploring the foundations of the intercultural policy paradigm: a comprehensive approach. Identities, 23 (2), 155 – 173. https://doi.org/10.1080/1070289X.2015.1006523</bibtext> </blist> <blist> <bibtext> Zembylas, M., & Iasonos, S. (2010). Leadership styles and multicultural education approaches: An exploration of their relationship. International Journal of Leadership in Education, 13 (2), 163 – 183. https://doi.org/10.1080/13603120903386969</bibtext> </blist> <blist> <bibtext> Zhao, D., Liu, S., & Li, Q. (2022). Effects of socioeconomic status and its components on academic achievement: Evidence from Beijing-Shanghai-Jiangsu-Zhejiang (China). Asia Pacific Journal of Education, 1 – 16. https://doi.org/10.1080/02188791.2022.2071835</bibtext> </blist> </ref> <aug> <p>By Georgios Sorkos; Christina Hajisoteriou and Panayiotis Angelides</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Georgios Sorkos holds a Ph.D. from the Pedagogical Department of Early Childhood Education in the School of Humanities and Social Sciences at the University of Thessaly, Greece. He currently holds the position of an Adjunct Faculty Member at the School of Education-Department of Education of the University of Nicosia, Cyprus, and also at the School of Humanities and Social Sciences-Department of Early Childhood Education of the University of Thessaly, Greece. His research interests include issues related to Intercultural Education and Inclusive Education. He is also interested in research related to 'Student Voices', Student Leadership as well as Social Justice Pedagogy and Intercultural Communication.</p> <p>Christina Hajisoteriou is an Assistant Professor of Intercultural Education at the University of Nicosia in Cyprus. Dr. Hajisoteriou has been pursuing and maintaining an interdisciplinary active research agenda in the field of Intercultural Education. Her work in the field falls into four main categories: (i) migration and intercultural education, (ii) politics and policies of cultural diversity, (iii) marginalisation and social inclusion, and (iv) Europeanisation and globalisation. She has published four books and more than 50 articles and chapters in international peer-reviewed and highly-ranked journals and edited books. In 2016, Palgrave-Macmillan published her book with Professor Angelides entitled 'The Globalisation of Intercultural Education: The Politics of Macro-Micro Integration'. Her latest book with Professor Angelides was published in 2018 by Diadrasi Publishers and is entitled 'Europeanisation and intercultural education: From the supranational to the school level'.</p> <p>Panayiotis Angelides is professor and the Vice Rector for Academic Affairs at the University of Nicosia, Cyprus. Previously he served as an elementary school teacher. His research interests are focused on finding links between inclusive education, teacher development, and school improvement. A particular feature of this research is to develop collaborative approaches that have a direct and immediate impact on teachers' practice. He is an experienced researcher with involvement in many local and international projects. His latest book is entitled 'Pedagogies of Inclusion'.</p> </aug> <nolink nlid="nl1" bibid="bib43" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib25" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib21" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib18" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib38" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib34" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib48" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib36" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib30" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib26" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib49" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib51" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib29" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib54" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib17" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib32" firstref="ref22"></nolink> <nolink nlid="nl17" bibid="bib37" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib13" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib55" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib52" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib23" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib58" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib57" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib20" firstref="ref32"></nolink> <nolink nlid="nl25" bibid="bib12" firstref="ref33"></nolink> <nolink nlid="nl26" bibid="bib22" firstref="ref35"></nolink> <nolink nlid="nl27" bibid="bib11" firstref="ref36"></nolink> <nolink nlid="nl28" bibid="bib46" firstref="ref37"></nolink> <nolink nlid="nl29" bibid="bib47" firstref="ref38"></nolink> <nolink nlid="nl30" bibid="bib10" firstref="ref39"></nolink> <nolink nlid="nl31" bibid="bib31" firstref="ref40"></nolink> <nolink nlid="nl32" bibid="bib35" firstref="ref41"></nolink> <nolink nlid="nl33" bibid="bib24" firstref="ref42"></nolink> <nolink nlid="nl34" bibid="bib62" firstref="ref44"></nolink> <nolink nlid="nl35" bibid="bib53" firstref="ref45"></nolink> <nolink nlid="nl36" bibid="bib42" firstref="ref48"></nolink> <nolink nlid="nl37" bibid="bib14" firstref="ref49"></nolink> <nolink nlid="nl38" bibid="bib39" firstref="ref50"></nolink> <nolink nlid="nl39" bibid="bib45" firstref="ref52"></nolink> <nolink nlid="nl40" bibid="bib60" firstref="ref54"></nolink> <nolink nlid="nl41" bibid="bib44" firstref="ref56"></nolink> <nolink nlid="nl42" bibid="bib27" firstref="ref57"></nolink> <nolink nlid="nl43" bibid="bib41" firstref="ref58"></nolink> <nolink nlid="nl44" bibid="bib50" firstref="ref60"></nolink> <nolink nlid="nl45" bibid="bib15" firstref="ref62"></nolink> <nolink nlid="nl46" bibid="bib28" firstref="ref69"></nolink> <nolink nlid="nl47" bibid="bib61" firstref="ref70"></nolink> <nolink nlid="nl48" bibid="bib40" firstref="ref71"></nolink> <nolink nlid="nl49" bibid="bib16" firstref="ref72"></nolink> <nolink nlid="nl50" bibid="bib56" firstref="ref73"></nolink> <nolink nlid="nl51" bibid="bib33" firstref="ref74"></nolink> <nolink nlid="nl52" bibid="bib59" firstref="ref75"></nolink> <nolink nlid="nl53" bibid="bib19" firstref="ref78"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1458469
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' Agency for Critical Interculturalism: From Intercultural Responsibility to Informal Leadership
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Georgios+Sorkos%22">Georgios Sorkos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3805-1044">0000-0002-3805-1044</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christina+Hajisoteriou%22">Christina Hajisoteriou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5103-5161">0000-0002-5103-5161</externalLink>)<br /><searchLink fieldCode="AR" term="%22Panayiotis+Angelides%22">Panayiotis Angelides</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1362-8337">0000-0002-1362-8337</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Oxford+Review+of+Education%22"><i>Oxford Review of Education</i></searchLink>. 2025 51(1):109-128.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Role%22">Institutional Role</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Pluralism%22">Cultural Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Suburbs%22">Suburbs</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Programs%22">Migrant Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Workers%22">Migrant Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Migrant+Education%22">Migrant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03054985.2023.2296091
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0305-4985<br />1465-3915
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students' agency in decision-making processes has aroused the interest of scholars in the field. However, little attention has been paid to how students themselves critically reflect on their roles when interacting in intercultural school environments. This study uses qualitative data from secondary school students in Greece to describe the ways in which they critically challenge structural and institutional inequalities and move away from practices akin to functional interculturalism. Our findings offer new evidence suggesting that the more mature students' intercultural thinking is, the more intercultural responsibility they develop. However, as they become more interculturally responsible, they commence informal leadership roles that make them demand a world free from injustices while focusing on how to combat them.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1458469
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458469
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03054985.2023.2296091
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 109
    Subjects:
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Intercultural Communication
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Institutional Role
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Cultural Pluralism
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Suburbs
        Type: general
      – SubjectFull: Migrant Programs
        Type: general
      – SubjectFull: Migrant Workers
        Type: general
      – SubjectFull: Migrant Education
        Type: general
      – SubjectFull: Educational Development
        Type: general
      – SubjectFull: Social Capital
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Greece
        Type: general
    Titles:
      – TitleFull: Students' Agency for Critical Interculturalism: From Intercultural Responsibility to Informal Leadership
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Georgios Sorkos
      – PersonEntity:
          Name:
            NameFull: Christina Hajisoteriou
      – PersonEntity:
          Name:
            NameFull: Panayiotis Angelides
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0305-4985
            – Type: issn-electronic
              Value: 1465-3915
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Oxford Review of Education
              Type: main
ResultId 1