In the postmodern era, the intensified movement of populations within the international, European, and national spheres bring about modifications of the multicultural character of contemporary societies. Such differentiations characterize the Cypriot society with reference to its previous multicultural character (Damanakis, 2001). Ethnographic studies indicate that the Cypriot educational system fosters practices which merely promote the assimilation of immigrant students (Angelides, Stylianou & Leigh 2004; Panayiotopoulos & Nikolaidou, 2007). Notably, Angelides and Stylianou (2005) argue that Cypriot schools function as a pot of multicultural assimilation by merely marginalising immigrant students, who are presented as an obstacle to the smooth operation of the school. Immigrant students are differentiated from their local peers on the basis of their experiences of formal and informal restrictions, marginalisation, and discrimination.

The aforementioned considerations beget further questions about the ways in which Cypriot schools may develop and implement inclusive practices, aiming at the reduction of prejudice and marginalisation. As several theorists and researchers have asserted, literature provides a wealth of opportunities to analyze and explore issues of difference, culture, identity, ideology, exclusion and inclusion (Hollindale, 1988; Παπαρούση, 2005; Paul, 2000; Quiroa, 2001; Rudd, 1992; Stephens, 1992; Zipes, 1995). The proposed paper analyzes a group of folktales from a collection compiled for the purposes of intercultural education. More specifically, the presenters are currently collaborating in a project that focuses on the development of a collection of folktales, educational material, and related pedagogical strategies that strengthen intercultural education and inclusion practices. The activities of this project are guided by the following research questions:

·      How could traditional folktales contribute to the promotion of intercultural education?

·      What are the educational policies, needs, and practices regarding intercultural education?

·      What are the best traditional folktales from Cyprus for promoting intercultural education?

·      What are the most effective approaches for utilizing traditional folktales in intercultural education?

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