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This paper examines the experiences of minority students from two different cultural groups, immigrant children of Pontian background and indigenous minority children of Roma descent, in the Greek-Cypriot educational system. Through a joint re-examination of results from two different qualitative studies, this paper delineates similarities and differences of how life at school is experienced through the eyes of children who are not part of the mainstream, in an effort to gain insight into the nuances of being a minority child in the specific educational system. Comparisons across the two groups of children suggest that although both groups shared a minority status, they nonetheless experienced marginalisation across different dimensions that were linked to their dual multilayered position as both insiders and outsiders. Attention to such complexities enables us to gain deeper understandings of children’s lives, as too often the category of ‘minority child’ seems to be treated as a monolithic and homogeneous one. [ABSTRACT FROM PUBLISHER]

This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of 'sacred history' and 'dangerous memories' are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal memories from eroding a cohesive national narrative. Along with other linguistic strategies ('passions of the past'), these discourses allow an idealization of history and a rejection of subjective, personal memory. I argue that this contributes to viewing history as a distant entity and not as a field of action, something that ultimately works against the purported goal of sustaining patriotism. [ABSTRACT FROM AUTHOR]

In this paper, I present the findings of a study which explored teacher-family collaboration in state primary schools in Cyprus. The research strategy was one of multiple case study, with a sample of seven teachers, their pupils and the pupils' parents. The research approach was ethnographic and the data set reported in this paper includes the data collected from the field of two of the sites. The analysis of the data showed that participant parents, regardless of their background, valued their children's educational success, wanted their children to do well in school, and correspondingly saw themselves as supporting their children in one way or another. The evidence, however, demonstrated a variation in familial perspectives and needs and a considerable distinction in how families of different background used their school contacts. These conclusions draw on Bourdieu's views of cultural capital and seem quite consistent with the findings of other researchers elsewhere. [ABSTRACT FROM AUTHOR]