Rethinking intercultural learning spaces: The example of Greek Language Schooling in Australia

Abstract

This paper is a reflective narrative of the Greek ethnic schools transformation to intermediate spaces of learning. Based on her doctoral research findings the author (re)constructs the role of Greek ethnic schools in Australia in the light of spatiality. Greek schools can be perceived as heterotopias and/or third spaces where identity formation and intercultural learning take place. Their community and systemic role is influenced by triadic relationships, which interpret their complementary and semi-formal status as language providers. Greek schools’ continuity and effectiveness in the new millennium presuppose a new intercultural and spatial learning approach taking into account the national, diasporic and transnational context.