Intercultural activities: building trust and reciprocity among Greek teachers

Abstract

This paper provides some insights regarding the adoption of intercultural reflective and narrative activities during intercultural training of 90 teachers. It introduces two activities modified to build trust in intercultural learning environments. The purpose of both activities was to ascertain whether and how reflective and narrative activities could contribute to the improvement of trust in “educating the other”. The effectiveness of these activities was justified by the Narrative inquiry adopted. Qualitative data comprised of researchers’ observation and participants’ feedback (field notes).