Theodoros Vavitsas


In the context of the present study, we attempted to explore teachers’ views on the role of dialogue and intersubjective communication, both in the public sphere and in the ecology of the classroom. The theoretical framework of the research was the theory of communicative action of Habermas. The research was conducted in the framework of the qualitative research method with semi-structured interviews as a methodological tool for data collection. The sample of the research was fifteen (15) Greek primary school teachers and the questionnaire consisted of thirteen (13) questions. The findings of the research show that teachers: praised the role of dialogue, recognizing its value in the effort to peaceful coexistence between different cultures; appeared to attach great importance to the role of dialogue in the classroom, recognizing its importance and value; stressed the value of getting to know new cultures, which can enrich the “native culture” with new elements; stated that social change can come about through dialogue.


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dialogue, intercultural coexistence, multicultural classrooms, teachers’ views

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DOI: http://dx.doi.org/10.46827/ejsss.v9i4.1629

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