This paper presents the results of an action-research which was based on the cultural heterogeneity of the Greek school and aimed at the inclusion of children with an immigrant background who had been eliminated from the learning process and were marginalized. The results from the analysis of qualitative data with the Critical Discourse Analysis and also the quantitative data (SPSS) were used to create intervention plans. During these interventions the "different" children narrated their own stories, talked about their home country and their family and as the research progressed claimed respect and equal status in the classroom and in the school generally. On the other hand, the children belonged in "majority" developed empathy and stood critical towards their own "homogeneity" highlighting their own unique identities. After the completion of each intervention the results from the data analysis were used for further interventions with a total duration of four weeks.