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.
Birincil Dil | İngilizce |
---|---|
Konular | Alan Eğitimleri |
Bölüm | Makaleler |
Yazarlar | |
Yayımlanma Tarihi | 7 Ocak 2020 |
Gönderilme Tarihi | 30 Ekim 2019 |
Yayımlandığı Sayı | Yıl 2019Cilt: 5 Sayı: 15 |
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