Abstract
ABSTRACTGlobalisation has heavily influenced the terrain of intercultural education policy development and implementation in multiple countries around the world. To this end, in this article, we seek to introduce a broader focus of analysis encompassing not only the development of globalised policies of intercultural education, but also the adoption, implementation, and enactment of such policies. Our aim is to bridge the macro–micro gap by providing an in-depth and multi-level examination of the issue of intercultural education by moving the locus of analysis from the macro-structures of the supranational state to both the level of the national state and the micro-level of the school. To do so, we focus on the phases of adoption and implementation of globalised intercultural education policies by critically examining and reflecting upon the findings of previous research carried out in the context of Cyprus.
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