Educational initiatives of the Greek community in Britain
The problem approach is used in this thesis. An analysis of the problem is made in the Introduction. The change refers to the development of a multi-cultural society in Britain. The arrival of parents with different language and culture from the Greek and Greek Cypriot community, who wish to maintain their Greek identity is examined as the specific change. The no-change is related to the English education system which is seen as transmitting an English culture. The problem is, how to accommodate the wishes of Greek parents while maintaining an English ethos. The lack of response of English primary education to such demands between the years 1902-1980 is examined. The Greek supplementary schools in Britain are seen as the proposed solution to the problem. Chapter I deals with the development of the Greek community in Britain since 1955 and the demands for the maintenance of a Greek identity. In Chapter II the lack of change in English primary education to meet the educational needs of children from the various ethnic groups is analysed. Chapter III analyses multi-cultural education policies related to primary education since the 1960s. The policies of the D.E.S. at national level and two LEAS (ILEA and Haringey) are examined. Chapter IV deals with the study of aims, administration, finance and structure of the Greek supplementary schools in Britain. Chapter V examines the curriculum and Chapter VI deals with the teachers of these schools. Chapter VII presents the responses to Greek supplementary schools from Greek and Greek Cypriot groups and organisations in Britain as well as the responses of the Ministries of Education in Cyprus and in Greece. Finally chapter VIII presents the responses to these schools by English educational authorities (including DES, Schools Council, NUT, ILEA, Haringey LEA) and of teachers in a selected number of schools in Haringey.