The concept of intercultural education encompasses the macro-level of the state and its institutional structures, the meso-level of the school, and the micro-level of the classroom. Intercultural education raises the issue of shaping policies at the national level to recognize the intercultural nature of societies before state structures.

However, it is not synonymous with the deliberate official policy of the state, but is related to the initiatives of individual administrators and educators. Therefore, intercultural policy concerns the educational practices developed by the state and reshaped through their implementation in schools and classrooms.

International literature on intercultural education focuses exclusively either on the state's management of the cultural diversity of society, or on the practical aspect of intercultural education. However, the macro view of intercultural education overlooks the "human mediation" in shaping and implementing educational policy.

In contrast, the respective micro-views overlook the political structure of modern intercultural states, as well as its impacts on intercultural processes. Both views prove inadequate in exploring intercultural education.

In this book, we will examine the three levels, namely the level of the state, the school, and the classroom, while we will address the major issue of teacher education. Our aim is for this book to introduce the reader to the theory, policies, and practices of intercultural education, as well as to key issues related to this field, both at theoretical and research levels.

This book can be used by in-service teachers as well as prospective teachers. The texts introduce the reader to the theoretical and research aspects of the topic and can be utilized by academics in Greece and Cyprus.