Νέοι/ες σε Κίνηση: Κοινωνική Ενσωµάτωση διαµέσου της Μη Τυπικής και Άτυπης Μάθησης
9-11 Απριλίου, 2019
Πανεπιστήμιο Θεσσαλίας, Βόλος, Ελλάδα
Tuesday April 9th
|17:00 – 18:00||Registration|
|18:00 – 18:15||Welcome & Greetings||Yannis Pechtelidis, Department of Early Childhood Education, UTH, Greece|
|Apostolos Magouliotis, Head of the Department of Early Childhood Education, UTH|
|Vice Rector, UTH|
|18:15 – 18:45||Presentation of SLYMS Project||Ioannis Kozaris, Argyro Moumtzidou, Elena Koliarmou, Yannis Pechtelidis|
|18:45 – 20:45||Session 1: Keynote Speeches||Chair: Yannis Pechtelidis, University of Thessaly|
|18:45 – 19:15||New National Youth Strategy and the inclusion on vulnerable social groups||Babis Papaioannou, General Secretariat for Lifelong Learning and Youth. Ministry of Education, Research and Religious Affairs|
|19:15 – 19:45||‘Mobility means multilingualism!’:
Constructions of mobile youth in Greek advertisements for the learning of German as a foreign language
|Anastasia Stamou, Aristotle University of Thessaloniki|
|19:45 – 20:15||Mobile youth transitions and transnational youth mobility||Yannis Pechtelidis, UTH|
|20:15 – 20:45||Transgang, Chief and AJOVE||Mittzy Arciniega, Pompeu Fabra University, Barcelona|
Wednesday April 10th
|9:00 – 10:30||Session 2: Good Practices & the Youth Market||Chair: Elena Koliarmou|
|The prevention of radicalization through youth work: good practices from Greece and the Balkans.||Mary Drosopoulos, Access NGO, Prishtina, Kosovo|
|BRIDGEART- The Cultural week of Vushtrria: Promoting intercultural dialogue and social cohesion in post-conflict, multiethnic communities via informal and non-formal learning||Arianit Jashari, Access NGO, Prishtina, Kosovo|
|Motivation and personal development – a survey of greek market current & potential employee expectations and how these can be applied in the youth sector||O.M. Vrochopoulou, Perrotis College
M. Drosopoulos, Aristotle University
T. Spyropoulos, Perrotis College
K. Rotsios, Perrotis College
10:30 – 12:00
|Session 3: Informal Learning & School Radio||
Chair: Argyro Moumtzidou
|Creating workshops for the Awakening to languages during a Multilingualism Fair||Eftychia Damaskou,, University of Thessaly|
|Social inclusion of refugees via informal and non-formal learning and participation||Christos Alexopoulos, Educator
Konstantinos Papadimitriou, Psychologist
|Pluralistic initiatives in resilience cities: the case of the Festival of Multilingualism in the city of Thessaloniki||Argyro Moumtzidou, Scientific Leader of the Project Multilingualism Festivals, Municipality of Thessaloniki|
|12:00 – 12:30||Mini break|
|12:30 – 14:00||Session 4: SLYMS Ethnographic Findings- Vulnerable Youth’s Values & Attitudes||Chair: Mittzy Arciniega, UPF, Yannis Pechtelidis, UTH|
|The Spanish case study||Nele Hansen, Pompeu Fabra University, UPF|
|The Greek case study||Stelios Pantazidis, UTH|
|14:00 – 15:30||Session 5: Informal & Non-formal Education in Public and Cultural Spaces||Chair: Stelios Pantazidis, UTH|
|Children and Adults in the ‘Public Sphere’: Social and cognitive access in the knowledges of art and mathematics and the urban scape revisited||Eirini Lazaridou, Effie Manioti, Anna Chronaki, UTH|
|“Crowdsourcing” as a participatory tool in heritage experience for youth: an insight into museum practice||Niki Nikonanou & Maria Rinou, UTH|
|The role of libraries in the refugee’s youth education Greece: an insight in their reading habits||Aristea Protonariou, Athanasios Kotsovos & Evgenia Vassilakaki, Librarians & Teachers|
|15:30 – 17:00||Lunch Break|
|17:00 – 19:00||Parallel Workshops|
|17:00 – 19:00
|The Street and Intercultural Education on Non-formal Settings (Room: SAKE)||Helder Luis Santos, Street work training Institute & CAI|
|17:00 – 19:00
|Language and experience: the city through the eyes of a young refugee||Theano Karaolanidou & Stelios Pantazidis, ARSIS & UTH|
|19:00 – 21:00||Session 6: Inclusion through Non-formal Education||Chair: Ioannis Kozaris|
|Recognition of non-formal and informal learning in the youth field||Ioannis Kozaris Eleni Koliarmou, UTH|
|Learning Greek as L2 for social inclusion in non- formal educational settings: the case of Volos Immigrant||Marina Μοgli & Maria Papadopoulou, UTH|
Thursday, April 11th
|9:00 – 10:30||Session 7: Policies for Migrants & Refugees & Formal Education Settings||Chair: Elena Koliarmou|
|Challenges faced by teachers of reception classes and “Reception/ Preparatory Classes for the Education of Refugees” (DYEP): a case study||Sevi Paida, Refugee Education Coordinator, Magda Vitsou & Anastasia Gkaintartzi, UTH|
|The Right of Education and Children on the Move in Greece||Marina Sounoglou, UTH & Charikleia Pitsou, University of Patras|
|Unaccompanied Minors in Greece: A Case Study.||Olga Tsikalaki, Open accommodation facility for Asylum Seekers Eleonas Vassilis Pantazis, UTH Christina Skourti & Dimitris Georgiadis, Open accommodation facility for Asylum Seekers Eleonas|
|10:30 – 12:00||Session 8: Media Discourses & Youth Participation in Public Sphere||Chair: Stelios Pantazidis|
|“Bring them back! (?)”: young neo-immigrant identities in the greek entertainment media discourse||Theodora P. Saltidou, Mariza Georgalou & Eleni Griva, University of Western Macedonia|
|UnDo your Maths: Transversal mathematics out in the ‘public sphere’||Anna Chronaki, Agapi Zarda, Lia Mesiakari, Maria-Dimitra Oikonomou, Christos Konispoliatis, George Mathioudakis, Christina Kifokieri, Liaskou Georgia-Ioanna and Gkanatsiou-Karagiani Kyriaki, UTH|
|Participatory Museum Practices and Intercultural Education: a project implemented in the Second-Chance School of Attiki, Greece||Ιoanna Grapsa & Niki Nikonanou, UTH|
|12:00 – 12:30||Mini Break|
|12:30 – 14:30||Parallel Workshops|
|Room: Skouvara||The street art of multilingual narration||Rodanthi Dimitressi, Action Art|
|Room: Skouvara Maximum: 20 participants||Training school mediators adopting non-formal learning methodologies||Christina Christidou, Secondary Education Directorate Thessaloniki, Greece|
|14:30 – 15:00||Mini Break|
|15:00 – 16:30||Session 9: Informal Learning & School Radio||Chair: Argyro Moumtzidou|
|Networked European School Web Radio: An educational tool to improve student motivation||Εftychia Touliou & Αnagnostis Genitzes, Scientific Society of European School Radio
|School Radio: From the classroom to a Pan-Hellenic school radio festival||Panagou Elpida & Amygdalitsis Konstantinos, Members of Organising Committee of PanHellenic Student Radio Festival|
|Creative learning through the NEStOR (Networked European School Web Radio) approach||Anastasia Economou & Anna Tsiarta, Cyprus Pedagogical Institute / Educational Technology Department|
|16:30 – 17:30||Round Table|
|The Present & Future of Υouth Research & Training||Yannis Pechtelidis, Mittzy Arciniega, Argyro Moumtzidou, Anna Chronaki, Ioannis Kozaris, Elena Kolliarmou, Stelios Pantazidis|
‘Mobility means multilingualism!’: Constructions of mobile youth in Greek advertisements for the learning of German as a foreign language
Anastasia G. Stamou, Department of Linguistics and Language Teaching, School of German, Aristotle University of Thessaloniki
In the times of Greek economic recession, (youth) mobility has been a widespread phenomenon and has been manifested in multiple ways, such as the repatriation of economic immigrants coming to Greece in the 1990s, and the recent immigrant and refugee flows from Asia and Africa. On the other hand, thousands of −mainly young– highly educated and skilled Greeks migrate, a phenomenon broadly known as ‘brain drain’ (for other relevant terms, see Labrianidis 2011).
Mobility creates pluralistic and complex social identities and realities. At the same time, it is intrinsically related to processes of multiculturalism/ multilingualism. Although unfavorable educational policies have been generally exerted with respect to ‘folk multilingualism’ due to economic immigrants and refugees (e.g. for the Greek context, see Stamou & Griva 2014), the European Union promotes ‘elite multilingualism’, as it fosters the development of European citizens’ skills in mother tongue plus two other European languages as foreign languages (FL) (Commission of the European Communities 2003).
Against this backdrop, in the present study, I analyze Greek advertisements for the learning of German as FL by young people, as Germany, together with the UK, are the countries which have received the largest number of brain drain immigrants. The analysis shows that mobile youth is attached to several positive values, such as cosmopolitanism, cultural openness, career, intellect and research. Moreover, brain drain is represented as a form of lifestyle immigration (e.g. Benson 2011), while a passport discourse is drawn upon for the need of learning German as FL by mobile youth.
New National Youth Strategy and the inclusion on vulnerable social groups
Babis Papaioannou, General Secretariat of Youth Generation
Presentation of the new National Strategy as a framework for the implementation of youth policies and the programs and initiatives developed by the General Secretariat of Youth Generation.
Transgang, Chief and AJOVE
Mittzy Arciniega Cáceres, University of Pompeu Fabra (UPF), Spain
Presentation of Spanish experience in recent youth research. Special focus will be shed upon the research programs: Transgang, Chief and AJOVE, all focuses on young people and orientated to non-formal and informal education.
Mobile youth transitions and transnational youth mobility
Yannis Pechtelidis, University of Thessaly (UTH), Greece
Critical presentation of the current research on youth mobility, and challenging of the traditional notions of transition, suggesting a more flexible, non-linear, reversible and multilayered definition of this concept. Also, migration studies are critically questioned, and incorporated in the new conceptual framework of transnational mobile transitions.
SLYMS Ethnographic Findings- Vulnerable Youth’s Values & Attitudes
The Spanish case study: Mittzy Arciniega, Pompeu Fabra University
The Greek case study: Stelios Pantazidis, University of Thessaly
The project has an empirical orientation consisting in the collection of qualitative data from different countries of southern Europe, such as Greece and Spain, in order to produce new findings about young people who live in precarity and are on the move (e.g. refugees, migrants, NEETS).
Researchers conducted fieldwork in these two countries selected as case studies in the project. Case studies are unique in terms of their geographical location, and people’s values, attitudes and practices. However, the transnational nature of the project requires the uncovering of tendencies regarding everyday-segmented practices of young people across the countries of the study. In this context, the ethnographic team of the project implemented several particular techniques in their fieldwork, including unstructured or semi-structured interviews with key participants; the creation of a detailed field diary to record observations, reflections and questions for further inquiry and information to support the interview material; and written records of informal conversations with individuals or groups. All of this material collected on English and in original languages. The transcribed interviews’ documents have been stored in a private database of the project.
A central aim of our interdisciplinary research project is to do ethnographic qualitative research in different parts of southern Europe, such as Greece and Spain, in order to envision similarities and differences concerning the life patterns of precarious young people on the move. The design and the content of the training the trainer’s manual and the empowerment of vulnerable young people through the cultivation of soft skills and competences (critical thinking, communication skills, language literacy, commons ethics) in the next steps of the project, will be based on our ethnographic findings.
Recognition of non-formal and informal learning in the youth field
Ioannis A. Kozaris Elena I.Koliarmou, University of Thessaly
The process of learning recognition is about making visible and valuing knowledge, skills, and competences that are still largely invisible. In the context of non-formal and informal learning, the term recognition has several different meanings. From the process of giving official status to competences (or learning outcomes) to social recognition in terms of the acknowledgement the value of skills and competences. Ultimately, it underlines the recognition that learning is a social activity and depends for its value on its embeddedness within a social framework.
This presentation initially describes the stages to be followed at the recognition process. We propose the realisation of the identification and documentation stages be made by using ePortfolios, the most widely accepted methodology. Additionally, we are describing the relationship between the purpose to use an ePortfolio and its design. By highlighting the relationship between purposes and design of an ePortfolio, we want to present a framework that provides information to use an ePortfolio in an educational context. At the end of the presentation, we explicate the concept of open badges as part of educational practice. Our effort is to pinpoint the potential to use them as an alternative credentialing system, providing recognition.
Pluralistic initiatives in resilience cities: the case of the Festival of Plurilingualism in the city of Thessaloniki
Argyro Moumtzidou, Didactologue, Specialist in Plurilingualism and the contact of Cultures, Scientific responsible of the Festival of Plurilingualism
The project of the Festival and the Cafés of Plurilingualism of Thessaloniki is based on the academic issues of European universities programs, inserting the evolutionary model of training-research-action, innovative model. The model contributes to introduce the plurilingualism pedagogy of the Awakening on languages in the attitudes, skills and knowledge of the citizens, helping to create commons.
Our presentation refers to the annual Festival of Plurilingualism, a social event taking place in some cities of Greece, starting in Thessaloniki. The organization of the festival is an all year organization with open seminars, Cafés of Plurilingualism, open discussions once a month, broadcasts and projects inside/outside of the schools.
The Festival of Plurilingualism is organized by the Municipality of Thessaloniki’s Directorate for Education and Sport through its Programs and Lifelong Learning Department and the Municipal Company of Information, Spectacle, and Communication (DE.P.Th.E), with the support of Institutes and educational institutions from both within and outside of Greece.
The main aim of the Festival is to highlight the notion of pluralism and continuity as an experience of a society that actively participates in the efforts for collaboration, awakening the personality inside the human being, the solidarity, and the social action, both within and outside the city’s walls.
The Festival of Plurilingualism attempts also, to highlight the multiculturalism and multilingualism of Thessaloniki and general of the cities, to contribute to the universal understanding of the rich potential generated by the plexus of cultures, all the time searching to create new opportunities of meeting and collaboration, always looking for the best practices of inclusion, thus rendering Thessaloniki a polymorphic laboratory of art, thoughts and common action, a resilient city.
UnDo your Maths: Transversal mathematics out in the ‘public sphere’
Anna Chronaki with students in the ECE department:
Agapi Zarda, Lia Mesiakari, Maria-Dimitra Oikonomou, Christos Konispoliatis, George Mathioudakis, Christina Kifokieri, Liaskou Georgia-Ioanna and Gkanatsiou-Karagiani Kyriaki
Department of Early Childhood Education, University of Thessaly
Mathematics tends to value, inscribe, symbolize and abstract patterns, categories or networks of concepts and relations that claim, at their best, to represent our human and non-human environment, its natural or social phenomena, the earth, the sea, the sky and, even, the minor particles of our material and immaterial reality. Mathematics creates algorithmic processes and offers machinic forces that normalize, organize, transform, control and govern life in the micro and macro sphere. In all these, one can easily recognize a dimension of mathematics as structuring and generating hierarchical relations. In opposition, a group of students in the department of early childhood education attempts to explore a transversal relation with mathematics performed out in the ‘public sphere’ of the city. Through creating offhand games, constructions and role-playing activity, a group of students explores how a tentative move of performing them in the ‘public sphere’ of the urban scape next to the university (i.e. the places of πεζούλια, άγαλμα, αχίλλειον, μεράκι) could result into a transformative and reconstructive regeneration not only of their own relations with mathematics but also of the ontic-epistemic status of the mathematical concepts themselves. The presentation will focus on discussing the creation of a video and a soundscape that stories the process of enacting the project ‘UnDo your Maths’ with student-teachers and adults as both a design and performative act in the noisy streets of the city.
“Challenges faced by teachers of reception classes and “Reception/Preparatory Classes for the Education of Refugees” (DYEP): a case study”
Sevie Paida, Phd in Intercultural Education, Refugee Education Coordinator, Chios
Magda Vitsou, Phd in Drama in Education
Anastasia Gkaintartzi, Dr. Sociolinguistics, University of Thessaly
Greece is confronted with the issue of refugee crisis in the past few years, which has shaped its social reality in another way. The education of refugee students has brought to light the demands of a multicultural classroom and the need for effective teacher response. The present study attempts to investigate and map out the views of primary and secondary school teachers working with refugee background students regarding the issue of bi/multilingualism, the presence of multilingual refugee students in their classroom and their relevant teaching strategies and methodological approaches. Our aim is to investigate and analyze the management of cultural diversity and bi/multilingualism in the state school classroom, the approach of culturally responsive teaching and the implementation of pedagogical strategies of intercultural approach in education as well as the synergy with educational authorities. The research findings of this study have emerged through the implementation of a qualitative method for data collection, such as semi-structured interviews with teachers of Chios Primary and Secondary Schools who teach in Reception Classes and DYEP and a Google Form questionnaire. Our findings suggest the need for ongoing teacher support in managing cultural diversity and bi/multilingualism.
The Right of Education and Children on the Move in Greece
Marina Sounoglou, University of Thessaly
Charikleia Pitsou, University of Patras
It is estimated that more than 20,000 of the refugee and migrant population in Greece are children. The access to education is a key area of concern. According to national legislation, children are entitled to education irrespective of their legal status. Yet, access to education, including formal, non-formal and informal, remains challenging for many. Limited data on refugee and migrant children’s access to education in Greece currently exists, including on access rates and barriers to education. The Right of Education is a fundamental right that affects each child worldwide. This study initially refers to the Right of Education on the basis of the International Conventions. Secondly, it presents the official latest data about the Children on the Move in Greece. Subsequently, two formal national texts are examined through qualitative content analysis. The one is from Ombudsman in Greece (2017) and the other from the Scientific Committee on the Support of Children of Refugees of Greek Ministry of Education, Research and Religious Affairs (2017) in order to highlight issues related to prevailing conditions on the Right of Education for these children. In discussion, suggestions are listed for the possible high-quality education of these children for as long as remain in Greece.
Learning Greek as L2 for social inclusion in non-formal educational settings: the case of Volos Immigrant Center
Marina Mogli, PhD candidate, Department of Early Childhood Education, University of Thessaly
Maria Papadopoulou, Professor, Department of Early Childhood Education, University of Thessaly
The aim of this study is to discuss the results of a qualitative study on Greek as a second language in non-formal educational settings. The research participants were refugees/immigrants and who were attending Greek lessons in Volos Immigrant Center (Steki Metanaston) and their instructors, volunteers teaching Greek as L2. The relationship between language learning and social inclusion was explored in the study. Social inclusion refers to ‘the process of [an] individual’s self-realisation within a society, acceptance and recognition of one’s potential by social institutions, integration (through study, employment, volunteer work or other forms of participation) in the web of social relations in a community (Kovacheva, 2014, p. 2). Through semi-structured interviews, the students and their instructors were asked about the reasons of learning Greek in the specific environment. Learning Greek was considered by the immigrants/refugees as a chance that could lead to greater job opportunities, empowerment and greater integration into the host society. Facilitating social inclusion was important for the volunteers too, who considered L2 learning as a vehicle for empowerment and social change. The study highlights the importance of second language learning for the social inclusion of vulnerable groups like immigrants/refugees.
“Bring them back! (?)”: Young neo-immigrant identities in the greek entertainment media discourse
Theodora P. Saltidou, Mariza Georgalou & Eleni Griva
Department of Primary Education, Faculty of Education, University of Western Macedonia, Florina
In the context of recent European debt crisis thousands of young highly educated Greeks migrate for job opportunities, meritocracy or/and better conditions of life. This neo-migration (Bozatzis 2015), broadly known with the neologism ‘brain drain’, does not constitute a matter of debate only for the ‘serious’ media texts, such as political newspapers, TV news, etc., but also for entertainment media texts, such as TV sitcoms, commercials and entertainment sites. Against this backdrop, drawing upon a combined analytical framework from sociocultural linguistics (Bucholtz & Hall 2005), ethnomethodology (Sacks 1992), interactional sociolinguistics (Gumperz 2001) and Critical Discourse Analysis (Fairclough 2003), our analysis focuses on extracts from popular Greek entertainment media which construct youth identities of Greek neo-immigrants. Focusing on ‘immigrant’ topics, such as the reasons for their immigration, the problems they faced in the reception countries, and the possibility of returning home, we revealed the patterns through which Greek neo-immigrants construct youth identities in their discourse.
Motivation and personal development – a survey of greek market current & potential employee expectations and how these can be applied in the youth sector
O.M. Vrochopoulou1, M. Drosopoulos2, T. Spyropoulos1, K. Rotsios1
1 Department of International Business, Perrotis College, Thessaloniki, Greece
2 Ph.D. (Candidate) Intercultural Studies, Aristotle University, Thessaloniki, Greece
The need to find efficient and sustainable ways to manage the large migratory waves coming into Greece highlighted the necessity to update and re-organize the local NGO sector according to international standards, hence invest, on high-skilled, competent youth workers and better conditions. Youth work and non-formal education had been for many years looked down upon and seen strictly as a voluntary or leisure activity. In this sense, youth work had been officially unrecognized and either unpaid or underpaid in Greece. The latest developments, however, highlighted the role of youth work in the social integration of refugees, hence, led to important developments in Greece, starting with the recognition of ‘youthwork’ and the establishment of the first trade union of youthworkers, claiming better working conditions and more opportunities inside Greece for vocational training and self-development.
Starting from this new reality, the study examines youth work from the perspective of youth workers and other practitioners working in the field and proposes a scheme on how to re-organize the inner structure and philosophy of NGOs and other relative bodies, in order to boost the motivation of youthworkers and peer employees. The study examines Motivational factors, including personal development opportunities and significance and expectations of new knowledge to current and potential employees. In this sense, it proposes a scheme based on the current needs and trends of the Greek market, by exploring a wide range of human resources and motivation theories and how these could be applied in the NGO sector. The proposals are based 1) on findings of relative research in the field about how the youth sector in Greece has been transformed ever since the so-called ‘refugee crisis’; 2) on the results of research conducted in the context of the Greek labor market, on companies active in fields other than the youth sector, but which could serve as a good example with regards to mentality and inner organization.
Facts and findings are analyzed and interpreted in order to reach conclusions regarding the significance of specific motivational factors (such as personal development) in one’s professional performance. In addition, the study highlights key areas for further research, since it combines a research of key motivation factors and their impact on current and potential employees.
Participatory Museum Practices and Intercultural Education: a project implemented in the Second-Chance School of Attiki, Greece.
- Grapsa, Visual Artist-Art Educator, PhD Candidate, Department of Early Childhood Education, University of Thessaly
- Nikonanou, Associate Professor, Department of Early Childhood Education, University of Thessaly*
This paper discusses museum initiatives which address immigrants and refugees in order to contribute to their social inclusion and focuses on educational actions that took place in Greece during the past three years of refugee crisis. Moreover, it examines the concept of participatory museum projects, their potential for intercultural learning and for creating “meeting places” for various and distinctive communities.
In particular, it analyses an educational project organized in a Second-Chance school of Attiki in collaboration with refugee families from Elliniko camp, which brought together young people from different backgrounds: young refugees, immigrants and natives. During the implementation, participants had the chance to meet, interact with each other, discuss their experiences, play, express themselves and enjoy being together sharing creative time.
This experience led to the formation of an “oral history exhibition” in school made by the students including “stories” collected from refugees and immigrants during the project. The evaluation of the project provided interesting insight on intercultural education and museum learning inside an outside the museum.
Youth on the move: Social inclusion through informal and non-formal learning
Ifigeneia Kokkali, PhD, Ministry of Education, Research and Religious Affairs
Working Group on the Management, Coordination and Monitoring of the Refugee Education
The proposed intervention will focus on the presentation and assessment of the pilot programme of the Hellenic Ministry of Education, Research and Religious Affairs on agricultural education for refugee youth aged 15-18 years old, that has been designed and implemented together with the Agricultural University of Athens and the School of Agriculture of the Aristotle’s University of Thessaloniki. The primary objective of the programme has been to empower the learners, helping them to acquire useful technical skills on agricultural education (including issues such as soil, crops, crops, irrigation, pest control), as well as soft skills. To this end, workshops with trainees, headed professionals and academics have been implemented. Apart from its training value, the programme has been designed to enable the refugee youth to produce agricultural products for their own consumption an/or for public utility purposes. The implementation period has been March to July 2017, and 300 beneficiaries participated (150 young refugees residing at the moment of the implementation at the refugee camps of the Region of Central Macedonia and another 150 residing in Attica’s accommodation centers). Against this background, the idea is to open a discussion with the public on the social inclusion of the refugee youth through informal and nonformal learning, via programmes as the pilot programme on Agricultural Education. In other words, we are interested in understanding how skills and competences development, can foster, on the one hand, empowerment, and, on the other social inclusion.
The role of libraries in the refugee’s youth education in Greece: an insight in their reading habits
Aristea Protonotariou, Athanasios Kotsovos, Evgenia Vassilakaki, University of West Attica
2015 marked the most intense migratory flow from the Middle East to the Central European countries, mainly through the Balkans. Greece was the main country receiving since a huge number of refugees, sometimes exceeding the country’s limits to assisting and caring for them (Karnezis, 2017). Refugees residing in our country, although only as a country, seeked ways to be further educated and become accustomed of the EU values and ways of life. Therefore, many of them, enter school classes and others join amateur teams while they were trying to promote social inclusion through informal and non formal learning pathways. Library access, librarians’ role, reading habits as well as information dissemination in the countries of origin of adolescent refugees differ, while discrimination among men and women exists (Schmidt, 2007). This paper aims to highlight the role of libraries (i.e. public, school) in the refugee’s youth education in Greece. Specifically, the way libraries in Greece are used and refugees’ youth reading habits as a complement to their school assignments and commitments will be emphasized. Finally, this paper contributes to capturing the reading habits of adolescent refugees and reveal the role of libraries in the Greek school education system.
“Crowdsourcing” as a participatory tool in heritage experience for youth: an insight into museum practice
Niki Nikonanou, Associate Professor of Museum-Education, School of the Humanities and Social Sciences, Department of Early Childhood Education, University of Thessaly.
Maria Rinou, PhD Candidate at Department of Early Childhood Education, University of Thessaly.
The participatory concept has changed the museums strategies from education through experience to participation and has increased the debate about new forms of participation. The aim of this “participatory turn in” is to enhance citizen’s participation in taking political decisions, by establishing new ways of taking part in democracy. In the cultural context, and especially in the museum sector, it is essential for Museums to rethink all established practices and adapt them to the contemporary concept of “Forum” in order to improve the interaction with museum visitors, especially with young people. Moreover, in the age of digitalization, it is important for Museums to find new ways of interpreting culture to young people. Therefore, Cultural institutions have embraced the use of “Crowdsourcing” as a tool to engage the public and to achieve better participatory practices in heritage. These practices contribute to the concept of cultural democracy, by enabling teenagers to interact with each other, to create content, share knowledge and experience and to engage with cultural heritage. The current paper will discuss the theoretical framework of participatory Museum and the way that influences informal learning environments, by presenting examples of museum “participatory projects”, regarding crowdsourcing engagement of teenagers from Greece and abroad.
Unaccompanied Minors in Greece: A Case Study
Tsikalaki Olga (MSc), Psychologist, Open accommodation facility for asylum Seekers Eleonas
Vassilis Pantazis, Associate Professor of the University of Thessaly Greece
Skourti Christinα, Social Scientist, Open accommodation facility for asylum Seekers Eleonas
Dimitris Georgiadis, Psychologist, Camp Manager, Open accommodation facility for asylum Seekers Eleonas
During the last years, the number of refugees around the world increased to approximately 22.5 million. The mental health of refugees, especially of unaccompanied minors (70% between the ages of 16 and 18 years) who have been exposed to traumatic events (e.g., war), is generally impaired with symptoms of post-traumatic stress disorder, depression, and anxiety.
Several studies revealed a huge variation among the prevalence rates of these mental problems, and that post-migration stressors (e.g., language barriers, cultural differences) might be at least as detrimental to mental health as the traumatic events.
Psychotherapy and counselling is a limited resource that should be reserved for severe cases and as language trainings are often offered publicly for refugees, experts (psychologists, social workers) recommend focusing on intercultural competence, emotion regulation, and goal setting and goal striving in primary support programs: Intercultural competence fosters adaptation by giving knowledge about cultural differences in values and norms.
Emotion regulation regarding empathy, positive reappraisal, and cultural differences in emotion expression fosters both adaptation and mental health. Finally, unaccompanied refugee minors they need support in their personal goal setting and goal striving, as they carry many unrealistic wishes and unattainable goals. All the above can affect negatively their mental health consequently to cause them difficulties in their social integration.
Aim of this study is to explore through a qualitative research the stressful factors that promote difficulties for unaccompanied minors’ integration who are living in open Camps and Shelters.
Children and Adults in the ‘Public Sphere’: Social and cognitive access in the knowledges of art and mathematics and the urban scape revisited.
Lazaridou Eirini, Manioti Effie, Chronaki, Anna, Department of Early Childhood Education, University of Thessaly
Boaventura de Sousa Santos, along with other social theorists, argues how ‘social injustice is grounded in cognitive injustice’ and certain forms of knowledge become socially distributed in ways that, repeatedly, tend to favor certain social groups. By and large, ‘public sphere’ and ‘urban scape’ remain hegemonic concepts mediating the imaginary norms and values of a civil society (family, education, religion, culture, economy) or a state authority. As such, exploring alternative interactions that promote interdependence amongst formal and informal practices need to be created in which people’s immaterial reifications of knowledge could be potentially performed in counter-hegemonic modes. In this realm, the project ‘AnthropoGeometries in the de Chirico neighborhood’ has been geared towards creating a pedagogic experimentation where children and adults came together and their experiences of arts and mathematics were inquired, shared and, even, temporarily provoked (Chronaki et al, 2017). It was vital, for us, to ask, what was the potential for participants to engage with such intercultural knowledge exchanges and to produce a different translation of what is, unproblematically, taken as the normative value of school knowledge? The paper aims first to describe the project process and second to account on the potentiality of such endeavors for creating social and cognitive access to in/formal modes of knowledge and, thus, for troubling a hegemonic reading of the ‘public sphere’.
Networked European School Web Radio: An educational tool to improve student motivation
Εftychia Touliou & Αnagnostis Genitzes, Scientific Society of European School Radio
The Scientific Society “A Cross-thematic, Cross-Cultural Radio of the educational community” with the distinctive title: European School Radio, The First Student Radio” is responsible for the web radio application for schools. Since 2011, hundreds of Primary and Secondary Schools take part to the unique European School Radio Community by broadcasting live or uploading radio shows and music content to stream in a common radio programme for Europe. The current web radio application (http://europeanschoolradio.eu/) was designed, developed and enriched with eLearning content within the Erasmus+KA2 project “Networked European School Web Radio” (2016-2018). Each academic year the Scientific Society, under the approval of Greek Ministry of Education and Religious Affairs and within nonprofit strategic transnational partnerships with Public Organizations, Educational Institutions and Journalists Associations, co-organizes the School Web Radio Festival, the Radio and Music Contest “Make it Heard” for schools, training workshops for teachers, educational projects for students, and generally various events on Media and Information Literacy in inclusive education. Studies indicate that European School Radio plays a significant role in the student motivation and highlight its growth potential as an educational tool, through which each and every student is able to become producer of pure radio content, gets involved in the learning process more actively and cultivate his/her critical skills in a creative way.
Title: “School Radio: From the classroom to a Pan-Hellenic school radio festival”Organizing Committee of the 6th Pan-Hellenic Student Radio Festival
This report is a modular presentation of the role of the radio as an educational medium. Based on examples from the educational practice adopted and implemented in the two above-mentioned schools, the use of radio for educational purposes will be presented in the following ways:
- as a teaching approach for a literary text within the framework of a class in Modern Greek Literature. The preparation in the classroom for a radio adaptation of a short story develops into a research synthesis project that implements the objectives of the curriculum.
- as a laboratory lesson in vocational schools, exploring its technological, pedagogical and cultural aspects.
- as a Program of School Activities aiming at the presentation of cultural topics, local history, research, technology etc. through the use of radio language. The final product of 17 Secondary Education schools in Volos is an Inter-school Action and will be presented as a tribute to the celebration of 70 years since the establishment of the local state radio network.
From the classroom and the local community, the radio unites and merges the efforts of radio groups at a Pan-Hellenic Student Radio Festival, at a meeting of Primary and Secondary Schools of Greece and Cyprus, schools that have creatively incorporated the radio into teaching practice throughout the school year.
Creative learning through the NEStOR (Networked European School Web Radio) approach
Anastasia Economou, Head of Department Cyprus Pedagogical Institute / Educational Technology Department
Anna Tsiarta, Teacher/Researcher, Cyprus Pedagogical Institute / Educational Technology Department
The new socioeconomic developments and technological advances keep transforming the world’s foreground. In a world that is rapidly changing, the school environment is not left intact. Traditional teaching methods are at times inadequate to face the challenge of educating students within a constantly transforming context. Using education technology tools, and in particular the student web radio, as developed by the European funded project NEStOR (Networked European School Web Radio), teachers can achieve multiple learning outcomes by involving their students in the process of creating a web radio show. The NEStOR project evaluation results, over a two-year implementation period, prove the NEStOR approach using the student web radio to be a powerful tool that supports the development of students’ transversal skills, while constructing knowledge through an active learning process: students do research, ask questions, state opinions, imagine, express themselves, communicate, connect, support each other, and creatively learn in an environment that promotes experimentation, collaboration, communication and interaction, with a touch of the arts. The educational approach of NEStOR has proven also able to successfully involve in the learning process students of migrant background, visually impaired students, and low academic performance students.
The Street and Intercultural Education on Non-formal Settings
Helder Luiz Santos, Training Head of SwTI
The Street is the Non–formal Setting more used by Street based youth work as a space of constructions of educational relations between Youth workers and target groups of children, youngsters and adults on street situation. The workshop pretends to be a Non-formal education space where we discuss the features of “Street” and its public and private aspects. Than we try to match those aspects with the characteristics of Intercultural Education..
Training Head of SwTI – Street work training Institute, Trainer on Social Street work methodology and related topics as Street Children, Human rights approach, Social participation, Sexual Education, Advocacy and Social Marketing.
Project Manager on CAI. CAI is a Portuguese NGO, which runs projects in the field Non-Formal Education, Social intervention and Health at national level with Youth, Adults and Youth workers. Is member of DISWN [Dynamo International – Street Workers Network] that is composed 51 national platforms from Africa, Americas, Asia and Europe. CAI legally supports SwTI.
Language and experience: the city through the eyes of α refugee
Theano Karaolanidou, ARSIS
Stelios Pantazidis, University of Thessaly
The purpose of this workshop is the exploration of the city as a refugee. By this, it is meant that participants have to explore the city and to discover difficulties, such as needs that they expressed through linguistic terms. Critical reflection is appropriate in the end, to raise the awareness of participants about how to deal effectively with education of refugees and immigrants.
Τraining school mediators adopting non-formal learning methodologies
Christina Christidou, Secondary Education Directorate Thessaloniki, Greece
Through this workshop we make an effort to understand the need for training of all students on the skills of mediation, not only as a means to deal with conflicts and violence in the school’s environment but also as a fundamental prevention skill, necessary for the mental health and the social well being of individuals for the rest of their lives.
Adopting non-formal learning methodologies and learning tools for the instruction of mediators in the school’s environment we try to pass on our experience to the daily practice at school.
The street art of multilingual narration
Rodanthi Dimitressi, Action Art
Αction Art: Intercultural educational programs and intercultural events
Students, parents, children, young people and adults are involved at the intercultural programs and events, and they are coming from different cultural, social and linguistic backgrounds.
Experienced narrators, natural narrators, artists, educators and volunteers of the Erasmus + program are involved in the implementation of the programs.
Summary of the project
- Labs and narratives. Acquaintance with cultures, through fairy tales, legends and myths, combined with workshops of other forms of art (speech, visual arts). Oral storytelling of fairy tales, legends, myths from around the world, from a particular culture. Oral storytelling from natural narrators in their mother tongue.
- Workshops with fairy tales and visual workshops to address stereotypes, recognition and understanding of differences and similarities, views and values.
- Multilingual narratives. Oral storytelling in the mother tongue of the participants. Create a narrative group of natural narrators (immigrants, refugees, students). Interaction between participants, cooperative groups, schools, communities, agencies. Enhancement of cultural diversity.
- The emergence of cultural diversity, common cultural elements of peoples, and their peculiarities.
- Recognizing that stereotypes and biases about the values of other cultures facilitate or hinder communication and confidence development.
- Acquaintance and interaction of the groups or people involved, the development of intimacy, entertainment and social cohesion.
- The challenge of curiosity to get to know other music, cultures or languages.
- Expression of personal opinion, promotion of dialogue in groups and redefinition.
- Promoting the elimination of inequalities through the sharing of their Intangible Cultural Heritage, while at the same time preserving it.
Arciniega Cáceres Mittzy – Adjunct lecturer Marketing and Strategic Communication, University of Pompeu Fabra
Chronaki Anna – Professor of Mathematics Education, University of Thessaly
Figueras Maz Mònica – Professor of Audiovisual Communication University of Pompeu Fabra
Koliarmou Elena – PhD, Department of Chemistry, Aristotle University of Thessaloniki
Kozaris Ioannis – PhD, Department of Chemistry, Aristotle University of Thessaloniki
Magos Kostas – Αssistant Professor of Intercultural Education, University of Thessaly
Moumtzidou Argyro – PhD, Training Specialist, Coordinator of Multilingual Festivals
Pantazidis Stelios – PhD Candidate, Department of Early Childhood Education, University of Thessaly
Pechtelidis Yannis – Associate Professor of Sociology of Education, University of Thessaly
Stamou Anastasia – Associate Professor of Applied Linguistics, Aristotle University of Thessaloniki
Touliou Eftychia – PhD, Department of Journalism and Mass Media, Αristotle University of Thessaloniki, President of the Company European School Radio
Yiannaki Dora – Political Scientist and Security & Justice Expert (MA Political Theory – University of Essex, MA Security & Justice – University of Leeds)
The University of Thessaly (UTH; Greek: Πανεπιστήμιο Θεσσαλίας) is a public university in Thessaly, Greece, founded in 1984. The university main campus with its administrative and academic centre is based in Volos,
The Papastratos Central Building is a modern construction which joins three separate buildings by an atrium covered by a modern glass dome. Exhibitions and other events take place here.
The three joined buildings are:
• The renovated Papastratos Old Building, typical for the Volos Strand, used to be the Papastratos Tobacco Warehouse. Nowdays it is used as an administrative centre for the Rectorate and Administrative Services of the University.
• The modern Delmouzos Building with glass exterior surfaces, which comprises Lecture Halls, the large Kordatos Auditorium and the smaller one Saratsis auditorium, the University Ballroom, the Network Operation Center, the Foreign Languages Office and the Physical Education Office.
• The New Building-Offices for the academic staff members and Secretariats of the Departments of the School of Humanities.
How to get to Volos
There are several ways to get to the city of Volos, most of them being a combination of means of public transportation.
Volos by Car
Volos is the heart of Greece and easily accessible. A drive from Athens takes about 3 hours (330 km) and a drive from Thessaloniki takes about 2 hours (212 km). The highway connecting all three cities is modern and comfortable.
Volos by airplane
Flights directly to Volos
The Nea Anchialos National airport is a small airport located 27km south-west of the city, about half an hour drive from the city of Volos. Its carriers fly direct into destinations such as: Geneva, London, Amsterdam, Manchester, Vienna, Paris, Prague and Luxemburg. There are KTEL buses connecting the airport with the city, and taxi service.
For more information on the airport: www.volosairport.gr/en
For more information on KTEL: http://ktelvolou.gr/en/home/
Flights to Athens and public transportation to Volos
The Athens Eleftherios Venizelos International Airport is located 27 km east of the city of Athens. A large number of European and International carriers fly direct into Athens. The airport has excellent public transit connections to the city. From the airport you may use:
- Metro service
- Bus service
Athens to Volos:
By intercity train: From the Athens airport, using metro or taxi (not bus), you should get off at “St. Larissis” (on the red metro line) and get a train ticket to Volos. You will need to change over at the city of Larissa (same ticket).
By intercity bus: From the Athens airport, using bus X93 or taxi (not metro), you should get off at “St. Ypera/konLeof. Liosion” and get a direct ticket to Volos.
The bus schedule for Volos-Athens and Athens-Volos (weekdays and weekends): http://ktelvolou.gr/en/home/
Flights to Thessaloniki and public transportation to Volos
Flights to Thessaloniki are available by many airlines from various parts of Europe. There are direct flights to Thessaloniki from London, Milan, Munich, Frankfurt, Amsterdam, Zurich, Prague, Budapest, Vienna, Larnaca, Istanbul and various others European cities. During summer months there are also many charter flights, especially from cities in Germany and the UK.
From the airport, you may use:
Bus service: The airport is served by a 24-hour bus service from Thessaloniki Urban Transport Organization. On arrival at the Macedonia International Airport Terminal of Thessaloniki you can use the bus Line 78 (or Line 78N during night hours), route Airport – KTEL /central bus station, which goes directly to the city centre.
Taxi: The cars are easily recognized because they are all blue and white with illuminated sign marked “TAXI” on top. The cost to the bus station should be about €20-25.
Thessaloniki to Volos:
By intercity bus: Timetable information and online booking can be found at http://ktelvolou.gr/en/home/
By intercity train: Timetable information can be found at https://tickets.trainose.gr/dromologia/
The bus schedule for Volos-Thessaloniki and Thessaloniki-Volos (weekdays and weekends): http://ktelmacedonia.gr/en/routes/list/tid=26. The trip is 2.30 hours approx.