Araştırma Makalesi
Yıl 2019,
, 352 - 360, 07.01.2020
Öz
Kaynakça
- Anagnostou, N. & Nikolova, M. (2017). Refugee integration into the educational system in Greece: Policy 36and management in “moving sand”. ELIAMEP No84/2017. Andreadakis, N,, Xanthakou, G., Katsigianni, V. & Kaila, M. (2007). Bullying and victimization. A reality in the school environment. Epistimes Agogis, 4/2007, p. 187-195. Bell, J. (1997). Methodological Design of Pedagogical and Social Research (A. B. Riga, prologue – introduction – translation). Athens: Grigoris Christie, S., and A. Szorenyi. 2015. “Theorizing the Relationship between UK Schools and Migrant Parents of Eastern European Origin: The Parents’ Perspective.” The International Journal about Parents in Education 9 (1): 145–156. Daskalaki, I., Tsioli, S. & Androulakis, G.(2017). Project Press: Ethnographic approaches to refugee education in Greece. Proceedings of the International Conference on Open and Distance Education. ICODL, v.9, n.4A.: The design of learning. Athens: Greek Open University. http://dx.doi.org/10.12681/icodl.1352 Department for Education. (2010). The Importance of Teaching (white paper). London: DfE. http://www. education.gov.uk/publications/standard/publicationDetail/Page1/CM%207980. Fraser, N. 2008. “Social Rights and Gender Justice in the Neoliberal Moment: A Conversation about Welfare and Transnational Politics”. Feminist Theory 9 (2): 225–245. Katsigianni, V. & Kaila, Μ. (2018). Hate speech and how it affects the school community: A case study. 4th International Conference proceedings of Institute of Humanities and Social Sciences Democracy, Rights and Inequalities at the time of crisis. Challenges in the field of Research. Hrakleio Crete, 27-29 April 2018, (A235). https://iake.weebly.com/uploads/1/5/0/4/15045854/Πρακτικά_ΙΑΚΕ2018_Τόμος_Α_web.pdf Katsigianni, V. & Kaila, M. (2019). Reception Centres for Refugee Education: A bridge of communication and learning. 5th International Conference proceedings of Institute of Humanities and Social Sciences, Interdisciplinary as Cognitive, Educational and Social procedure. Hrakleio Crete, 5-7 April 2019 (B 487).https://iake.weebly.com/uploads/1/5/0/4/15045854/Πρακτικά_ΙΑΚΕ2019_Τόμος_Β_web2.pdf Papataxiarchis, Ev. (2016). Being ‘there’: At the front line of the ‘European refugee crisis’. Anthropology Today 32(2):5-9. https://rai.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8322.12237 Papataxiarchis, Ev. (2016). Being ‘there’: At the front line of the ‘European refugee crisis’. Anthropology Today 32(3):3-7. https://rai.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8322.12237 Rutter, J. (2006). Refugee children in the UK. Maidenhead: Open University Press. Takis, A. (2017). Refugee Crisis and Hate Speech: Penalties or Arguments? In Hate Speech and Discrimination. Challenges for the Rule of Law (editing, Vasilis Karidis – Kalliopi Lycovardi) Athens – Thessaloniki: Sakkoula Publications Taylor, S. & Sindhu, R.K. (2012). Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education, 16:1, 39-56, DOI: 10.1080/13603110903560085 Tikly, L.(2011). Towards a framework for Reasearching the Quality of Education in Low-Income Countries. Comparative Education, 47, (1):1-23. Tikly, L., & Barrett, A.M.( 2011). “Social Justice, Capabilities and the Quality of Education in Low Income Countries.” International Journal of Educational Development 31 (1): 3–14. Tikly, L.(2016). Language-in-Education Policy in Low-Income, Postcolonial Contexts: Towards a Social Justice Approach. Comparative Education, 52(3):408-425. Tsiakalos, G. (2011). Antiracist education guide, Thessaloniki, Epikentro Matosian, A. D. (2017). Quantitative Report & Statistical Addendum: Refugee Education and Support, Project PRESS, Hellenic Open University Sarikoudi, G. & Chatzigiannin, V. (2017). Female subjectivities and educational conceptualizations and practices in liminal spaces. Paper presented at the Biennial Conference of the Finnish Anthropological Society “Entangled Mobilities”, 22-23 May 2017, University of Jyväskylä, Finland. Yilmaz, B. (2017). Language Ideologies among Refugees in Lesvos. Paper presented at the Project PRESS Conference “Educational Actions for Refugees: Ambitions and Challenges”, 24 June2017, Athens. Yilmaz, B., Livaditi, N. & Kallintzi, E. (2017). Language, education, space: the case of Lesvos refugees. Presentation at the 2nd PRESS Project Workshop entitled "Refugee Education Actions: Experiences and Challenges", 11th March 2017, Athens. UNHCR (2013). Protecting the refugees : Questions and Answers. Walker, M. 2006. “Towards a Capability-Based Theory of Social Justice for Education Policy-Making.”Journal of Education Policy 21 (2): 163–185. WEB REFERENCE LIST The protection of refugees in Greece (2019). https://www.unhcr.org/gr/%cf%80%cf%81%ce%bf%cf%83%cf%84%ce%b1%cf%83%ce%af%ce%b1-%cf%84%cf%89%ce%bd-%cf%80%cf%81%ce%bf%cf%83%cf%86%cf%8d%ce%b3%cf%89%ce%bd-%cf%83%cf%84%ce%b7%ce%bd-%ce%b5%ce%bb%ce%bb%ce%ac%ce%b4%ce%b1, retrieved in 8th August. Situation Mediterranean (2019). https://data2.unhcr.org/en/situations/mediterranean/location/5179#_ga=2.114210180.2050311286.1563971573-62509255.1506873629, retrieved in 10th August Publications-Leaflets (2019) https://www.unhcr.org/gr/alles_ekdoseis, retrieved in 3th August The UN Refugees Angency –Greece (2019). https://data2.unhcr.org/en/documents/download/70480, retrieved in 8th August. EKKA Greece-National Center for Social Solidarity (2019). https://data2.unhcr.org/en/documents/details/69915, retrieved 5th August Europe situation (2019). https://www.unhcr.org/europe-emergency.html, retrieved 5th August UNRIC, 17 objectives for sustainable development (2019). https://www.unric.org/el/index.php?option=com_content&view=category&layout=blog&id=36&Itemid=71), retrieved in 27th June. Diapolis: Migrant and refugees’ education (2019). http://www.diapolis.auth.gr/index.php/tautotita-praksis#synoptikh, retrieved in 2d August. Ministry of Education, the International day of Refugees (2019).https://www.minedu.gov.gr/news/41864-20-06-19-to-yppeth-gia-tin-pagkosmia-imera-prosfygon, retrieved 21th June.
Yıl 2019,
, 352 - 360, 07.01.2020
Öz
The large number of children amongst refugees who have arrived in
Greece since 2014, a wave that peaked in 2015, created the need of
educating them as a first step of integration and normalcy to the child
life. Refugee education had already been
recognized as a priority in Europe,
so Greece had to react, as soon as possible, to educate the large number of
children who arrived in Greek territory with or without their parents. To facilitate their access to Greek schools, the
educational programme “Reception Centres for Refugee Education”, known as DYEP, was
established in
selected by the Ministry of Education Primary and Secondary Schools during the school
years 2016-17 and 2018-19. The right to education for refugees and the access
to the educational system of the country was supported by the International
Organization for Migration and the local government as well.
This research paper aims at focusing on a case study of a Primary
school in Piraeus area in Attica, Greece, and the difficulties that emerged
from the initial oppositional reaction illustrating how they affected the
collaborative potential and the school climate as a whole. Finally, it is
presented how this problematic situation was overcome and how the initial
reactions changed. Teachers, pupils and parents were summoned to accept a new school
reality under time pressure. Special attention is also paid to how teachers
became aware of and got involved in the
programme and how the local community were prepared to accept and support such
an ambitious plan.
The educational system was hardly prepared for the challenging reality
of refugees and their introduction to education and society in general. It
seemed that sometimes social resistance prevented the acceptance and solidarity
within the school community. In some cases, the
lack of preparatory programmes
caused distrust and denial; as a result, much more time was needed to
deal with the difficulties. The multicultural school environments, eventually,
comprise a reality with their positive dynamic to open societies.
Anahtar Kelimeler
Kaynakça
- Anagnostou, N. & Nikolova, M. (2017). Refugee integration into the educational system in Greece: Policy 36and management in “moving sand”. ELIAMEP No84/2017. Andreadakis, N,, Xanthakou, G., Katsigianni, V. & Kaila, M. (2007). Bullying and victimization. A reality in the school environment. Epistimes Agogis, 4/2007, p. 187-195. Bell, J. (1997). Methodological Design of Pedagogical and Social Research (A. B. Riga, prologue – introduction – translation). Athens: Grigoris Christie, S., and A. Szorenyi. 2015. “Theorizing the Relationship between UK Schools and Migrant Parents of Eastern European Origin: The Parents’ Perspective.” The International Journal about Parents in Education 9 (1): 145–156. Daskalaki, I., Tsioli, S. & Androulakis, G.(2017). Project Press: Ethnographic approaches to refugee education in Greece. Proceedings of the International Conference on Open and Distance Education. ICODL, v.9, n.4A.: The design of learning. Athens: Greek Open University. http://dx.doi.org/10.12681/icodl.1352 Department for Education. (2010). The Importance of Teaching (white paper). London: DfE. http://www. education.gov.uk/publications/standard/publicationDetail/Page1/CM%207980. Fraser, N. 2008. “Social Rights and Gender Justice in the Neoliberal Moment: A Conversation about Welfare and Transnational Politics”. Feminist Theory 9 (2): 225–245. Katsigianni, V. & Kaila, Μ. (2018). Hate speech and how it affects the school community: A case study. 4th International Conference proceedings of Institute of Humanities and Social Sciences Democracy, Rights and Inequalities at the time of crisis. Challenges in the field of Research. Hrakleio Crete, 27-29 April 2018, (A235). https://iake.weebly.com/uploads/1/5/0/4/15045854/Πρακτικά_ΙΑΚΕ2018_Τόμος_Α_web.pdf Katsigianni, V. & Kaila, M. (2019). Reception Centres for Refugee Education: A bridge of communication and learning. 5th International Conference proceedings of Institute of Humanities and Social Sciences, Interdisciplinary as Cognitive, Educational and Social procedure. Hrakleio Crete, 5-7 April 2019 (B 487).https://iake.weebly.com/uploads/1/5/0/4/15045854/Πρακτικά_ΙΑΚΕ2019_Τόμος_Β_web2.pdf Papataxiarchis, Ev. (2016). Being ‘there’: At the front line of the ‘European refugee crisis’. Anthropology Today 32(2):5-9. https://rai.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8322.12237 Papataxiarchis, Ev. (2016). Being ‘there’: At the front line of the ‘European refugee crisis’. Anthropology Today 32(3):3-7. https://rai.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8322.12237 Rutter, J. (2006). Refugee children in the UK. Maidenhead: Open University Press. Takis, A. (2017). Refugee Crisis and Hate Speech: Penalties or Arguments? In Hate Speech and Discrimination. Challenges for the Rule of Law (editing, Vasilis Karidis – Kalliopi Lycovardi) Athens – Thessaloniki: Sakkoula Publications Taylor, S. & Sindhu, R.K. (2012). Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education, 16:1, 39-56, DOI: 10.1080/13603110903560085 Tikly, L.(2011). Towards a framework for Reasearching the Quality of Education in Low-Income Countries. Comparative Education, 47, (1):1-23. Tikly, L., & Barrett, A.M.( 2011). “Social Justice, Capabilities and the Quality of Education in Low Income Countries.” International Journal of Educational Development 31 (1): 3–14. Tikly, L.(2016). Language-in-Education Policy in Low-Income, Postcolonial Contexts: Towards a Social Justice Approach. Comparative Education, 52(3):408-425. Tsiakalos, G. (2011). Antiracist education guide, Thessaloniki, Epikentro Matosian, A. D. (2017). Quantitative Report & Statistical Addendum: Refugee Education and Support, Project PRESS, Hellenic Open University Sarikoudi, G. & Chatzigiannin, V. (2017). Female subjectivities and educational conceptualizations and practices in liminal spaces. Paper presented at the Biennial Conference of the Finnish Anthropological Society “Entangled Mobilities”, 22-23 May 2017, University of Jyväskylä, Finland. Yilmaz, B. (2017). Language Ideologies among Refugees in Lesvos. Paper presented at the Project PRESS Conference “Educational Actions for Refugees: Ambitions and Challenges”, 24 June2017, Athens. Yilmaz, B., Livaditi, N. & Kallintzi, E. (2017). Language, education, space: the case of Lesvos refugees. Presentation at the 2nd PRESS Project Workshop entitled "Refugee Education Actions: Experiences and Challenges", 11th March 2017, Athens. UNHCR (2013). Protecting the refugees : Questions and Answers. Walker, M. 2006. “Towards a Capability-Based Theory of Social Justice for Education Policy-Making.”Journal of Education Policy 21 (2): 163–185. WEB REFERENCE LIST The protection of refugees in Greece (2019). https://www.unhcr.org/gr/%cf%80%cf%81%ce%bf%cf%83%cf%84%ce%b1%cf%83%ce%af%ce%b1-%cf%84%cf%89%ce%bd-%cf%80%cf%81%ce%bf%cf%83%cf%86%cf%8d%ce%b3%cf%89%ce%bd-%cf%83%cf%84%ce%b7%ce%bd-%ce%b5%ce%bb%ce%bb%ce%ac%ce%b4%ce%b1, retrieved in 8th August. Situation Mediterranean (2019). https://data2.unhcr.org/en/situations/mediterranean/location/5179#_ga=2.114210180.2050311286.1563971573-62509255.1506873629, retrieved in 10th August Publications-Leaflets (2019) https://www.unhcr.org/gr/alles_ekdoseis, retrieved in 3th August The UN Refugees Angency –Greece (2019). https://data2.unhcr.org/en/documents/download/70480, retrieved in 8th August. EKKA Greece-National Center for Social Solidarity (2019). https://data2.unhcr.org/en/documents/details/69915, retrieved 5th August Europe situation (2019). https://www.unhcr.org/europe-emergency.html, retrieved 5th August UNRIC, 17 objectives for sustainable development (2019). https://www.unric.org/el/index.php?option=com_content&view=category&layout=blog&id=36&Itemid=71), retrieved in 27th June. Diapolis: Migrant and refugees’ education (2019). http://www.diapolis.auth.gr/index.php/tautotita-praksis#synoptikh, retrieved in 2d August. Ministry of Education, the International day of Refugees (2019).https://www.minedu.gov.gr/news/41864-20-06-19-to-yppeth-gia-tin-pagkosmia-imera-prosfygon, retrieved 21th June.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 7 Ocak 2020 |
| Gönderilme Tarihi | 30 Ekim 2019 |
| Yayımlandığı Sayı | Yıl 2019 |
Cited By
Inclusionary Policies for Migrant and Refugee Students in Greek Education
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https://doi.org/10.1177/10567879231191508
Interculturality in Greek Education: Practices and Challenges of Implementation
Journal of Ethnic and Cultural Studies
https://doi.org/10.29333/ejecs/1564
Sustainability in Refugee Camps: A Systematic Review and Meta-Analysis
Sustainability
Mai Wardeh
https://doi.org/10.3390/su13147686
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