This chapter looks at the challenges currently preventing the implementation of integrative education in Cyprus. The ethnonationalist educational systems of North and South Cyprus are considered separately. Recent changes in political discourse and their distinct historical contexts, especially after the 1974 war, are described. The author also explores both authorities’ common use of history education as a political and ideological tool; dominant government narratives paint the other side as the enemy, affecting all levels of education through textbooks, curricula, and teaching practices. They explain how this prevents the sharing of plural narratives, the development of integrative perspectives, and movements toward either reconciliation or peaceful coexistence. Additionally, a recent increase in immigration is depicted as a challenge affecting both sides of the island. While free public schooling is available to the children of refugees and migrants, enrollment is low. Some possible reasons for this, including language barriers, are identified, followed by descriptions of official initiatives taken to combat this lack of educational integration. While North and South Cyprus are considered separately, it is concluded that they face similar problems. The authors conclude with some policy recommendations and an outline of the positive effects these could generate.

DOI: 10.5040/9781350452374.0020

ISBN: 978-1-3504-5237-4