| Abstract: | Implementation of intercultural education implies that teachers command the strategies to use the skills and knowledge that children bring into the classroom, to create opportunities to communicate and cooperate in heterogeneous groups, and to provide equal opportunities to participate in the learning processes which are organised in the classroom. The use of small groups in which students learn together and benefit from each others skills and knowledge is a logical option, but conditions have to be fulfilled on the levels of teachers’ communication and management skills, curriculum and pedagogical climate in order to achieve the aims of ‘doing justice to diversity’ and the provision of equal opportunities to participate. |
