Abstract

The project on the inclusion and education of Muslim minority children is a twenty-year multimodal educational intervention that aims to fight school failure and promote social inclusion. The project in question comprises activities that belong to both formal and nonformal education. This article concentrates on those activities conducted outside the formal classroom. Set within the cross-fertilization of practice-invested theory with theoretically oriented practice, we focus on out-of-school second language acquisition, teaching Greek as a second language to learners up to the age of twelve, compensatory classes for secondary school students, and adult literacy, all framed within the concepts of community learning and of literacies as multiple and varied, relative to sociocultural context.