Implementing inclusion in disabling settings: the role of teachers’ attitudes and practices

Teachers’ attitudes towards disabled students seem to define the extent to which teaching practices are inclusive. Aiming to explore Cyprus secondary education teachers’ attitudes and practice, and the consequent implications for the future of disabled students and inclusive education, we conducted mixed methods research. Our research typology was sequential and integrated. First, we conducted a survey, during which we received 536 questionnaires from our randomly selected stratified sample of Cyprus secondary education teachers. The survey was followed by interviews with 21 Greek Philology teachers that enriched the findings from the quantitative phase. Data analysis revealed that even though Cyprus secondary education teachers have a rather positive attitude towards disabled students, they have low expectations from them and do not employ inclusive teaching practice. In addition, they tend to categorise students based on abstract notions about ability. Stereotypes and prejudice are more evident regarding students with cognitive disabilities. Despite the observed disabling practices, participants postulated that there is hope to implement inclusive education, if teachers are trained for inclusion and thereby begin to see the person and not the disability.     

The Short-lived Bi-communal Cyprus Broadcasting Corporation

The bi-communal Cyprus Broadcasting Corporation (CYBC) casts its shadow to an important period of Cyprus’s modern history. Almost immediately after the establishment of the new republic, the two communities (the Greek and the Turkish-Cypriot) focused their attention towards media services and particularly the CYBC on which both sides tried to impose their own agendas. As expected, the two conflicting agendas and approaches disrupted, in practise, the smooth cooperation between the two communities in CYBC. Almost 50 years since the failure of this bi-communal endeavour, CYBC’s case study offers us a fundamental lesson. Firstly, it is clear that for such an endeavour, a constructive and focused dialog amongst all parts involved in the process is required. Additionally, CYBC’s short history demonstrates that in a multicultural environment the establishment of a public broadcasting corporation is not a purely technical or political matter, but one with broader social and cultural dimensions.     

“Going to the Extremes”: The Balearics and Cyprus in the Early Medieval Byzantine Insular System

ABSTRACT

This contribution mainly focuses on Cyprus and the Balearics, islands located at opposite geographical extremes of the Byzantine Mediterranean, during the passage from Late Antiquity to the early Middle Ages. Historians have often regarded these islands as peripheral additions to the Byzantine heartland of the Aegean and the Anatolian plateau; this article argues that, in fact, archaeological and material indicators (such as ceramics, lead seals and coins), paired with the scarce textual sources, point to a certain degree of economic prosperity in the abovementioned islands during the period under scrutiny, suggesting that they continued to play an important role in the political, administrative and religious structures of the Byzantine Empire. A resilient insular economy and continuity of local production of artefacts was ensured by the persistence of demand from local secular and religious elites and regular, if infrequent, contacts with other areas of the Byzantine heartland or the Muslim Mediterranean.     

… I ever loved thee,lady mine,and yet my love increases: Rhodian Portrait Ceramics and Cultural Dialogue in the Mediterranean

The medieval city of Rhodes kept a secure position as artistic and commercial crossroads, where pottery was the most intensely traded commodity. Here, I focus on a group of fifteenth-century ceramics decorated with profile busts of men and women excavated there, near the Orthodox Church of St. Spyridon. Used in a culturally complex urban centre, these vessels borrowed elements of design, and the concept of portrait-ceramics and love pots from Italy, where spouses and lovers exchanged such objects as ritual gifts. I explore the patronage, production, and function of these ceramics within the specifics of Rhodes, to see how they were suited to serve this cosmopolitan society governed by the Hospitaller Knights of St. John of Jerusalem, while displaying comparable feelings of power and (romantic) character common in Italian portraiture.     

‘My colleagues wear blinkers . . . If they were trained,they would understand better’. Reflections on teacher education on inclusion in Cyprus

This paper discusses fundamental theoretical issues in relation to education on inclusion. These issues inform core decisions about initial teacher education courses and in‐service teacher‐training programmes on inclusion. International and local discussions and research in this area formed the background for the design and implementation of a 2‐year funded research project whose aim was to record teachers' knowledge, attitudes and skills in relation to inclusion before developing an in‐service training programme that suited their profiles. The paper focuses on Greek‐Cypriot teachers' perceptions of their initial and in‐service teacher education on inclusion in Cyprus, as revealed by survey and interview findings. The findings are discussed with reference to relevant literature from Cyprus and other countries in an attempt to draw connections between teacher education, local culture and international practice. The paper concludes with a discussion of the argument that in‐service training programmes on inclusion are of central importance, not only for Cyprus but also for other countries. We argue that teachers' initial education does not guarantee a shared understanding of inclusive education; therefore, in‐service teacher‐training programmes need to be carefully planned and delivered to all schoolteachers to address both theoretical and practical aspects of inclusive education effectively.     

The development of inclusive practices as a result of the process of integrating deaf/hard of hearing students

In recent years there has been a significant debate regarding the ways in which different educational systems throughout the world could develop more inclusive practices in their schools. Based on the notion that the education of children considered as having special needs should be considered as part of a wider process of school development, in this study, we investigated the implications of the integration of deaf and hard of hearing students (D/HH) in relation to the practices used by teachers. Using qualitative data from a secondary school in Cyprus, we formed two assertions which are supported by examples that embraced inclusive practices: (a) the presence of D/HH students obliged teachers to differentiate their teaching and what innovations were used in the class with D/HH pupils were also used afterwards in the classes with all students with success; and (b) the presence of D/HH students in the school led teachers to develop collaborations between themselves, a fact that facilitated the learning not only of the D/HH students, but also of all the children. The integration of D/HH students led teachers to the development of more inclusive practices, which in turn had an impact on all students of the school.     

论塞浦路斯统一问题

塞浦路斯民族矛盾由来已久,塞岛的希腊、土耳其两个民族因为宗教信仰、文化传统和风俗习惯的不同,历史上存在着很深的矛盾,冰冻三尺,非一日之寒,塞浦路斯问题已经持续了28年之久,主权问题若得不到真正的解决,那么塞浦路斯问题就没有顺利解决的可能性,探究阻碍塞浦路斯统一的深层次原因,有助于更深刻地认识希、土的民族矛盾。     

Minority Students’ Responses to Racism: The Case of Cyprus

While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish–Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people’s responses to racism.     

Teachers’ emotional experiences of growing diversity and multiculturalism in schools and the prospects of an ethic of discomfort

This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two‐year ethnographic study conducted in three Greek‐Cypriot primary schools that are ‘multicultural’. The following focus questions are addressed: (1) How do teachers’ emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued, however, that the capabilities of teachers to cope with growing diversity and multiculturalism are enhanced, if an ethic of discomfort is constituted in multicultural schools. The implications of this study are discussed in relation to teaching and teacher education and suggest that constituting an ethic of discomfort offers opportunities to challenge structures of power, privilege, racism, and oppression.     

The unexpected journey: renewing our commitment to students through educational action research

This article presents four cases of journeys of discovery and renewal, and the unexpected learning that results from exploring our practice with others. The authors are three classroom teachers – Steve, Stephanie and Bennyce – all of whom took part in a year-long action research sequence and the two professors – Helen and Mary – who co-taught these courses. Taking part in this process, whether as teachers or students, we gained new insights into important relationships that are too frequently taken for granted in busy teaching days, and discovered, in doing so, a renewed commitment to both our students and to the power of action research to bring about change