In a global interconnected world intercultural capital is an asset for teachers who deal with different cultural backgrounds. It paves the way for significant (inter)personal and social benefits as well as intercultural awareness. Intercultural capital can serve as a framework for analyzing the relationship between educational background, cultural patterns and cultural responsiveness. An enhanced intercultural capital may lead to choices with greater benefit for personal and professional development of the teacher, thus, leading to the prevention of social exclusion and ethnocentric thinking.

Recent data suggests that Greek teachers are unprepared for managing multicultural classrooms, especially as xenophobic marches continue. The purpose of this project is to examine the life experiences of selected Greek teachers and the development of their intercultural capital that may transform their educational and social responsiveness towards diversity. The methodology adopted here is life-history which allows the researcher to explore teachers’ realization of their  intercultural capital.

A key research issue is the role of the family and the professional environment in forming the intercultural capital of the teacher.