Abstract:

The concept of inclusion in educational contexts is typically understood in at least two distinct ways. The first concerns resistance to segregated educational structures or programs designed for specific student groups defined by collective characteristics such as ethnicity, religion, race, or health status. The second pertains to the integration into mainstream curricula of cultural elements—such as the history, language, and traditions—associated with minority populations enrolled in common schools. The recent educational trajectory of Roma students in Greece illustrates a shift from the existence of de facto separate minority schools toward their enrolment in comprehensive mainstream education. However, this form of inclusion may coexist with persistent negative stereotypes and prejudiced attitudes toward Roma people, held by teachers who, as members of wider Greek society, often reflect prevailing societal perceptions of Roma identity.

Research goals and research questions:
The primary objective of this study is to examine, through an empirical and comparative approach, the representations of prospective philologists (students of Faculties of Philosophy) concerning vulnerable social groups—specifically the Roma, as officially recognized in Greece—as well as their views on the education of students with Roma background. Furthermore, the study aims to investigate the relationship between these representations and the educational models that prospective philologists deem appropriate for the schooling of Roma students.

Methodology, findings and conclusions:
To investigate the perceptions and knowledge of prospective secondary education teachers specializing in philology, a quantitative method of empirical data collection and analysis was employed, specifically a survey design utilizing an anonymous questionnaire as the primary research instrument. Following an initial pilot study conducted to enhance the content validity of the questionnaire, the instrument was administered to a total of 218 participants, who at the time of the study were undergraduate students enrolled in the Faculty of Philosophy at a medium-sized regional Greek university (the University of Ioannina).
The findings of the study primarily highlight the contradictions evident in the perceptions of prospective philologists, particularly with regard to the simultaneous acceptance of negative stereotypes about the Roma community and the endorsement of educational models associated with intercultural education and inclusion for the schooling of Roma students. For a substantial proportion of participants, expressed support for inclusive and intercultural approaches coexists with the acceptance of traditional negative stereotypes concerning the Roma community, from which some of their future students may originate.

The findings of the present study lead to the conclusion that initial philology teacher education in Greek universities falls short in adequately preparing students to develop a deep understanding of the concepts of inclusion and interculturality. Therefore, targeted changes to the Programs of university departments responsible for the initial training of prospective philologists are deemed necessary. Such changes should include the introduction of courses that explicitly address the concepts of inclusion and interculturality, both at the level of theoretical foundations and at the level of educational practice and pedagogical implementation.

Keywords:

Inclusive education, intercultural education, teacher education, Roma students.