Criticism has been levelled at the content of the introductory teacher training organised by the Institute of Educational Policy (IEP) of the Ministry of Education.
The Panhellenic Confederation of the Greek Roma, Ellan Passe, have accused the seminars of including material that encourages characterising students based on outward appearance, and criticised the emphasis on “addressing” marginalised students rather than the conditions that give rise to marginalisation inside and outside the classroom.
The organisation concludes that this content, instead of creating the conditions for schools to be a place to eliminate stigma, racism and all the perceptions that prevent the equal access and treatment of children in education, appear to reinforce them. They have demanded the immediate withdrawal of the content.
The Greek Federation of Secondary Education State School Teachers has also condemned the seminar content as outdated, and in some cases dangerous. They condemn the material as encouraging judgement based on outward appearances and promoting dangerous stereotypes, in complete contradiction with every modern theory of pedagogical science, referring to characterizations of students as “problematic” and “anarchists”.
For reactions in Parliament, see: 1, 2, 3, 4, 5 , 6 .
The rule of law is based on respect for the principle of equality and the prohibition of discrimination. The prohibition of discrimination (direct or indirect) is enshrined, inter alia, in Article 14 of the ECHR, Article 21 of the EU Charter of Fundamental Rights and Article 2 of the International Convention on the Rights of the Child. The State has an obligation to prevent racism and discrimination, as these phenomena violate fundamental human rights.
The right to education is enshrined in Article 2 of the First Protocol to the ECHR, Article 14 of the EU Charter of Fundamental Rights and Article 28 of the International Convention on the Rights of the Child. As stated in Article 29 of the International Convention on the Rights of the Child and Article 13 of the International Covenant on Economic, Social and Cultural Rights, education should aim at the full development of the human personality and sense of dignity and should foster respect for human rights and fundamental freedoms.
The criticism levelled at the material included in the Institute of Educational Policy’s introductory training for newly appointed teachers may call into question whether these principles, values and rights have been respected in this case.
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