A BOURDIEUSIAN PERSPECTIVE ON INCLUDING IMMIGRANTS WITH DISABILITIES: CHALLENGES FOR THE GREEK EDUCATION SYSTEM

The study examined the various inequalities encountered by students of migrant or refugee backgrounds with disabilities in the Greek education system, based on primary school teachers' perspectives. Thirty-one teachers took part in the study. The analysis of how participating educators use discourse within Bourdieu's framework emphasised the importance of school structures as key elements in maintaining social inequalities. The implemented educational policy is based on inadequate institutional frameworks, insufficient material and technical infrastructure, and insufficient teacher training. School education primarily emphasises the Greek language. As a result, the native languages of students from immigrant or refugee backgrounds are gradually being overshadowed. At the same time, inclusion largely depends on individual teachers' will. However, diversity is considered a source of growth for the entire school community. The findings highlight the need for profound institutional changes to transform schools into spaces of equality and inclusion.