The recorded by researchers risk of school marginalisation and leakage of children coming from a migrant background necessitates absolutely the formation of a teaching-learning environment that encounters the cultural and linguistic diversity positively in schools. A prerequisite for the success of such a pedagogy recommends exploring the perceptions of students about relations between ‘identity’ and ‘otherness’ aimed at reflection and weakness of ethnic bias. Classroom management as a community of inquiry (Lipmann) can contribute to achieving these objectives, especially the development of students’ intercultural competence. That is the framework of the design and implementation of an intercultural teaching in a Primary School multicultural classroom and a classroom with Greek students only.
