Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, Jun 12, 2018
Από το 2015 ένας σημαντικός αριθμός προσφύγων και μεταναστών διένυσε τα σύνορα της Ελλάδας με προ... more Από το 2015 ένας σημαντικός αριθμός προσφύγων και μεταναστών διένυσε τα σύνορα της Ελλάδας με προορισμό άλλες ευρωπαϊκές χώρες. Μικρό μέρος αυτού του πληθυσμού παρέμεινε στην Ελλάδα συσσωρευόμενο κυρίως στα νησιά εισόδου απ' όπου προοδευτικά μετακινείται προς την ενδοχώρα. Τον Μάρτιο του 2016, η Ήπειρος δέχτηκε τους πρώτους αιτούντες άσυλο με κύριες προελεύσεις τη Συρία, το Αφγανιστάν, το Ιράκ, το Πακιστάν και τη Σομαλία. Σκοπός της παρούσας μελέτης είναι η αποτύπωση του τρόπου με τον οποίο προσεγγίστηκε το ζήτημα της προσφυγικής κρίσης από τρεις ηλεκτρονικές σελίδες ενημέρωσης της Ηπείρου (Ιωαννίνων, Άρτας, Πρέβεζας) σε διάστημα 14 μηνών(από 01/01/16 μέχρι 31/03/2017). Βάσει ποσοτικής ανάλυσης περιεχομένου εξετάστηκαν 319 σχετικά "άρθρα"/αναφορές και διαπιστώθηκαν τα εξής: ο μεγαλύτερος αριθμός αναφορών εντοπίστηκε κατά την περίοδο της πρώτης άφιξης προσφύγων (Μάρτιος 2016) και κατά την έναρξη της συζήτησης για την εκπαίδευση των παιδιών (Σεπτέμβριος & Νοέμβριος 2016). Η πλειοψηφία των αναφορών πλαισιώθηκε περιπτωσιολογικά, χωρίς εστίαση στα αίτια της προσφυγικής κρίσης, ενώ μικρό μέρος τους πλαισιώθηκε θεματικά, δηλαδή με εστίαση στα αίτια της προσφυγικής κρίσης και στην αντιμετώπιση του θέματος ως ευρωπαϊκού ζητήματος. Η θεματολογία κινήθηκε κυρίως γύρω από την κοινωνική αλληλεγγύη για τους πρόσφυγες και τις υποδομές φιλοξενίας, ενώ σε μικρότερο ποσοστό αφορούσε στην παραβατική συμπεριφορά των προσφύγων.
Bicultural conditions raise crucial questions and problems concerning identity formation. In Gree... more Bicultural conditions raise crucial questions and problems concerning identity formation. In Greece, where monocultural education and mentality are dominant, the goal of a balanced bicultural identity seems difficult to achieve. In order to examine the way bicultural identities are negotiated, the paper focuses on students with an immigrant background, specifically, on four Greek university students originating from Albania. Based on qualitative data the paper gives emphasis on the sociocultural and the familial factors effecting biculturality. The aim is to provide a deeper understanding of the struggle for self-determination under bicultural conditions 1 . Key-words: Language Biographies, Bicultural Identity, Acculturation, Language Shift, Albanians -------------------------------------------------------------------------------------------------------------------------------------Date of Submission: 31-08-2018 Date of acceptance: 15-09-2018 ----------------------------------------...
L'objectif principal de cette etude est d'apporter un eclairage sur l'objet > en c... more L'objectif principal de cette etude est d'apporter un eclairage sur l'objet > en classe de langue, afin de reperer les directions appropriees a une didactique de la culture. La situation didactique abordee par cette recherche est celle de l'enseignement/apprentissage de la langue et de la culture grecque en Grece, menes donc en milieu naturel. Tantot comme langue/culture etrangere, tantot comme langue/culture seconde, le grec est considere en ce cas comme une langue et une culture d'accueil. Dans le but de saisir l'image que les apprenants ont de la culture grecque aussi bien avant que pendant leur apprentissage de la langue, une enquete a ete realisee : au moyen d'un questionnaire et des entretiens semi-directifs, nous avons cherche a concevoir, a repertorier et a interpreter les representations que les apprenants se faisaient de la Grece. Nous posons en effet cette enquete comme une necessite, dans la mesure ou tout nouveau savoir vient s'ancrer ...
International e-Journal of Educational Studies, 2019
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
International e-Journal of Educational Studies, 2020
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
5th International Conference: Crossroads of Languages and Cultures - Languages and Cultures at home and at school, 2020
In this paper we give an overview of an educational program that was undertaken in the region of ... more In this paper we give an overview of an educational program that was undertaken in the region of Epirus by the University of Ioannina and the NGO Terre des hommes during the period November 2016-March 2018. The program aimed primarily (though not exclusively) at providing non-formal education in Greek to refugee children and adults living in camps, hotels and apartments in Ioannina and neighbouring towns/villages (Filipiada, Konitsa). We briefly discuss the key properties of the particular populations and of their living conditions, which led to particular choices in the methodology and initiatives undertaken during the program. The bulk of the article is primarily devoted to a description of (a) a “Reception Level” of language competence which was implemented during the program, namely a compact level of instruction in Greek oriented to refugee populations, for whom Greece was essentially a transit country and (b) one of the published instruction books, To "Valitsaki (“the little suitcase”), a textbook for refugee children aged 6-12 years, whose mother tongue is Arabic or Farsi.
The aim of this paper was to reveal the links between language-learning/choice and identity (re)d... more The aim of this paper was to reveal the links between language-learning/choice and identity (re)determination as they emerge through language biographies. For this purpose, the present study discusses the obstacles but also the necessity of plurilingual and pluricultural identity development, as these emerge in the narrative of a 21 year-old student with an Albanian origin who completed her formative education in Greece. The concepts of investment and of imagined communities/identities constitute the main analytical categories in relation to this particular case.
Επιστημονική Επετηρίδα Παιδαγωγικού Τμήματος Νηπιαγωγών Πανεπιστημίου Ιωαννίνων, Jun 12, 2018
Από το 2015 ένας σημαντικός αριθμός προσφύγων και μεταναστών διένυσε τα σύνορα της Ελλάδας με προ... more Από το 2015 ένας σημαντικός αριθμός προσφύγων και μεταναστών διένυσε τα σύνορα της Ελλάδας με προορισμό άλλες ευρωπαϊκές χώρες. Μικρό μέρος αυτού του πληθυσμού παρέμεινε στην Ελλάδα συσσωρευόμενο κυρίως στα νησιά εισόδου απ' όπου προοδευτικά μετακινείται προς την ενδοχώρα. Τον Μάρτιο του 2016, η Ήπειρος δέχτηκε τους πρώτους αιτούντες άσυλο με κύριες προελεύσεις τη Συρία, το Αφγανιστάν, το Ιράκ, το Πακιστάν και τη Σομαλία. Σκοπός της παρούσας μελέτης είναι η αποτύπωση του τρόπου με τον οποίο προσεγγίστηκε το ζήτημα της προσφυγικής κρίσης από τρεις ηλεκτρονικές σελίδες ενημέρωσης της Ηπείρου (Ιωαννίνων, Άρτας, Πρέβεζας) σε διάστημα 14 μηνών(από 01/01/16 μέχρι 31/03/2017). Βάσει ποσοτικής ανάλυσης περιεχομένου εξετάστηκαν 319 σχετικά "άρθρα"/αναφορές και διαπιστώθηκαν τα εξής: ο μεγαλύτερος αριθμός αναφορών εντοπίστηκε κατά την περίοδο της πρώτης άφιξης προσφύγων (Μάρτιος 2016) και κατά την έναρξη της συζήτησης για την εκπαίδευση των παιδιών (Σεπτέμβριος & Νοέμβριος 2016). Η πλειοψηφία των αναφορών πλαισιώθηκε περιπτωσιολογικά, χωρίς εστίαση στα αίτια της προσφυγικής κρίσης, ενώ μικρό μέρος τους πλαισιώθηκε θεματικά, δηλαδή με εστίαση στα αίτια της προσφυγικής κρίσης και στην αντιμετώπιση του θέματος ως ευρωπαϊκού ζητήματος. Η θεματολογία κινήθηκε κυρίως γύρω από την κοινωνική αλληλεγγύη για τους πρόσφυγες και τις υποδομές φιλοξενίας, ενώ σε μικρότερο ποσοστό αφορούσε στην παραβατική συμπεριφορά των προσφύγων.
Bicultural conditions raise crucial questions and problems concerning identity formation. In Gree... more Bicultural conditions raise crucial questions and problems concerning identity formation. In Greece, where monocultural education and mentality are dominant, the goal of a balanced bicultural identity seems difficult to achieve. In order to examine the way bicultural identities are negotiated, the paper focuses on students with an immigrant background, specifically, on four Greek university students originating from Albania. Based on qualitative data the paper gives emphasis on the sociocultural and the familial factors effecting biculturality. The aim is to provide a deeper understanding of the struggle for self-determination under bicultural conditions 1 . Key-words: Language Biographies, Bicultural Identity, Acculturation, Language Shift, Albanians -------------------------------------------------------------------------------------------------------------------------------------Date of Submission: 31-08-2018 Date of acceptance: 15-09-2018 ----------------------------------------...
L'objectif principal de cette etude est d'apporter un eclairage sur l'objet > en c... more L'objectif principal de cette etude est d'apporter un eclairage sur l'objet > en classe de langue, afin de reperer les directions appropriees a une didactique de la culture. La situation didactique abordee par cette recherche est celle de l'enseignement/apprentissage de la langue et de la culture grecque en Grece, menes donc en milieu naturel. Tantot comme langue/culture etrangere, tantot comme langue/culture seconde, le grec est considere en ce cas comme une langue et une culture d'accueil. Dans le but de saisir l'image que les apprenants ont de la culture grecque aussi bien avant que pendant leur apprentissage de la langue, une enquete a ete realisee : au moyen d'un questionnaire et des entretiens semi-directifs, nous avons cherche a concevoir, a repertorier et a interpreter les representations que les apprenants se faisaient de la Grece. Nous posons en effet cette enquete comme une necessite, dans la mesure ou tout nouveau savoir vient s'ancrer ...
International e-Journal of Educational Studies, 2019
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
International e-Journal of Educational Studies, 2020
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
5th International Conference: Crossroads of Languages and Cultures - Languages and Cultures at home and at school, 2020
In this paper we give an overview of an educational program that was undertaken in the region of ... more In this paper we give an overview of an educational program that was undertaken in the region of Epirus by the University of Ioannina and the NGO Terre des hommes during the period November 2016-March 2018. The program aimed primarily (though not exclusively) at providing non-formal education in Greek to refugee children and adults living in camps, hotels and apartments in Ioannina and neighbouring towns/villages (Filipiada, Konitsa). We briefly discuss the key properties of the particular populations and of their living conditions, which led to particular choices in the methodology and initiatives undertaken during the program. The bulk of the article is primarily devoted to a description of (a) a “Reception Level” of language competence which was implemented during the program, namely a compact level of instruction in Greek oriented to refugee populations, for whom Greece was essentially a transit country and (b) one of the published instruction books, To "Valitsaki (“the little suitcase”), a textbook for refugee children aged 6-12 years, whose mother tongue is Arabic or Farsi.
The aim of this paper was to reveal the links between language-learning/choice and identity (re)d... more The aim of this paper was to reveal the links between language-learning/choice and identity (re)determination as they emerge through language biographies. For this purpose, the present study discusses the obstacles but also the necessity of plurilingual and pluricultural identity development, as these emerge in the narrative of a 21 year-old student with an Albanian origin who completed her formative education in Greece. The concepts of investment and of imagined communities/identities constitute the main analytical categories in relation to this particular case.
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Papers by Lida Stergiou
University of Ioannina and the NGO Terre des hommes during the period November 2016-March 2018. The
program aimed primarily (though not exclusively) at providing non-formal education in Greek to refugee children
and adults living in camps, hotels and apartments in Ioannina and neighbouring towns/villages (Filipiada,
Konitsa). We briefly discuss the key properties of the particular populations and of their living conditions, which
led to particular choices in the methodology and initiatives undertaken during the program. The bulk of the article
is primarily devoted to a description of (a) a “Reception Level” of language competence which was implemented
during the program, namely a compact level of instruction in Greek oriented to refugee populations, for whom Greece was essentially a transit country and (b) one of the published instruction books, To "Valitsaki (“the little suitcase”), a textbook for refugee children aged 6-12 years, whose mother tongue is Arabic or Farsi.
University of Ioannina and the NGO Terre des hommes during the period November 2016-March 2018. The
program aimed primarily (though not exclusively) at providing non-formal education in Greek to refugee children
and adults living in camps, hotels and apartments in Ioannina and neighbouring towns/villages (Filipiada,
Konitsa). We briefly discuss the key properties of the particular populations and of their living conditions, which
led to particular choices in the methodology and initiatives undertaken during the program. The bulk of the article
is primarily devoted to a description of (a) a “Reception Level” of language competence which was implemented
during the program, namely a compact level of instruction in Greek oriented to refugee populations, for whom Greece was essentially a transit country and (b) one of the published instruction books, To "Valitsaki (“the little suitcase”), a textbook for refugee children aged 6-12 years, whose mother tongue is Arabic or Farsi.