Greek national identity has been challenged by processes of European integration and migration-related cultural diversity. This article begins with a socio-historical analysis of the impact of national, European and multicultural political agendas on education policy in Greece. Drawing on curriculum documents and semi-structured interviews, the article argues that these three agendas were put together in rather different ways, depending on the school material. History remained largely ethnocentric while geography and citizenship curricula veered between ethnocentrism and Europeanism; in doing so they marginalized topics relating to migration, ‘otherness’ and integration. Some policy makers also struggled to move beyond a mere recognition of the plural character of Greek society while others revealed more progressive views of a synthesis between notions of Europe and diversity. The study is drawn from a larger Greek case study and addresses a number of broader sociological concerns in Europe including how to respond to increasing diversity resulting from migration. It departs from standard two-way comparisons of national-versus-European or national-versus-multicultural agendas in addressing the complex interface of national, European and migration-related issues.
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