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Didactic material. Theme: “Immigration” prepared by Greece partner
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Didactic material. Theme: “Immigration” prepared by Greece partner

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  • 1. HARNESSING INTERCULTURAL DIVERSITY 1ST SECOND CHANCE SCHOOL OF THESSALONIKI ( NEAPOLIS) Bydgoszcz meeting, Poland May 4-8/2011
  • 2. Didactic material. Theme: “Immigration”
    • Greek language: Eleni Agapidou
    • Almpanoudi,
    • English language: Despina Papadopoulou
    • Zlatanou,
    • Science: Yannis Kalyvas,
  • 3. English Language
    • Lesson planned to explore the hunger strike of 300 immigrants, asking for legalisation, that is in their own words,
    • “ the issuing of a proper residence and labour
    • permit to us, the 300 hunger strikers, who demand
    • what should be a given for everyone by putting our
    • lives on the line.”
  • 4. How we worked
    • The students were asked to answer the following
    • question:
    • “ What do you think of the hunger strike of the immigrants demanding legalisation?”
  • 5. Some of the answers
    • "I think that it is wrong to invade university premises and blackmail the Greek government.“
    • "I believe that the immigrant cause should be righted and these poor people should be given all the help they need.”
    • "They shouldn't be on hunger strike . They should be sent back to their countries to live in better conditions. "
  • 6. More answers
    • "I sympathize with them but we can't afford anymore immigrants in Greece."
    • " We don't have the obligation to take care of people that come to our country illegally."
    • " I feel sorry for them but if we give them what they want, many more will come and take all our jobs. "
    • "The state should protect people from suffering so much. We should never forget that we are all people.“
  • 7. Dr Douzinas, Professor of Philosophy of Law at London University
    • “ I faced many difficulties, many small or major
    • humiliations, even though I was a “high class”
    • immigrant.”
    • February 28th, Dr Douzinas interview on Greek
    • television about the hunger strike of 300 immigrants.
  • 8. Two aspects of the immigration problem
    • The general immigration problem that must be
    • dealt with a new policy and
    • The ethical aspect concerning the 300 hunger strike immigrants.
    • “ Being an immigrant myself, I want to express
    • my solidarity to these people.”
  • 9. “ The Greeks have immigration information in their DNA”
    • These people represent to the Greeks a case of
    • freedom, of free identity.
    • They are ready to sacrifice their life for an ideal.
    • “ Freedom or death. ”
    • This higher ideal is the very heart of freedom.
    • We should all show solidarity to them.
  • 10. Globalization: Huge wave of immigrants
    • Greece is in the external borders of Europe.
    • Is forced to stop immigrants moving to Europe.
    • Asked to build walls and keep immigrant in camps therefore,
    • A new policy is needed to deal with the problem,
    • with the help of European Union .
  • 11. Conclusion
    • Students realized the ethical aspect of the people on hunger strike.
    • Still, they worry a lot about immigrants in Greece.
    • Feel threatened they can loose their jobs to immigrants.
  • 12. English teaching: Unit 2
    • And you call me C O L O U R E D ?! (author unknown)
    • When I born, I Black
    • When I grow up, I Black
    • When I go in sun, I Black
    • When I scared, I Black
    • When I cold, I Black
    • When I sick, I Black
    • When I ill, I Black
    • When I die, I still Black
  • 13. And the poem continues...
    • And you white fella
    • When you born, you pink
    • When you grow, you white
    • When you go in sun, you red
    • When you scared, you yellow
    • When you cold, you blue
    • When you sick, you green
    • And when you die, you gray
    • And you calling ME C o l o u r e d ?
  • 14. Teaching more than colors…
    • Aims of the activity
      • To teach colors
      • To talk about racial discriminations
      • To talk about prejudices against immigrants.
    • Outcome
    • The learners enjoyed the poem itself, they all
    • g ot involved in a creative discussion about
    • human rights.
  • 15. Greek lesson activity “The end of the hunger strike”
    • The hunger strike of 300 immigrants ended with the strikers winning their cause.
    • They succeed in changing their “illegal status” by a “ tolerance status” with the perspective of becoming legal immigrants under certain conditions.
  • 16. “ Dilemma technique”
    • The students write their thoughts on the following
    • statement.
    • “ The victory of the hunger strike immigrant
    • constitutes a victory of all working people and
    • indeed it proved that the only fight that is
    • actually lost is the fight which has never been
    • fought for.”
  • 17. Here are some of them
    • “ The result of the strike concerns only the immigrants.”
    • “ The problems of the immigrants and the solutions given , concern only them.”
    • “ The Greek workers have no gain from the success of the their strike.”
  • 18. The discussion was fruitful.. The “Ypatia” case has been an example of fighting spirit. “ L ost struggle” is only the one which is never fought for.
  • 19. A remark
    • Expressed opinion:
    • “ Such spirit of struggle and fighting
    • should come from the Greeks rather than
    • immigrants, let alone illegal ones.”
  • 20. Greek language: Unit 2
    • Human rights of the immigrants.
  • 21. Creative writing
    • A photo of the 60ties, with Greek immigrants starting off their journey to Germany, was shown to the students.
    • They were asked to write down their
    • thoughts regarding this photo .
  • 22.  
  • 23. Their thoughts
    • “ In the pursue of a better future, a second chance.”
    • “ Faces show hope for a better life and also worry for the unknown.”
    • “ They immigrated as life in Greece was not easy, but things are more difficult now.”
    • “ They are dressed up to express hope for a successful new life and also to feel better.”
  • 24. More thoughts
    • “ They smile, but still, one can see the agony in their eyes.”
    • “ They are leaving to find work and not to be involved in illegal activities.”
    • “ I am thinking to leave myself but I am afraid to do it.”
  • 25. Discussion
    • The Greek immigrants in Germany faced problems both at work and their contact with the local society.
    • They had to deal with many difficulties and anxieties even though they were legal immigrants.
  • 26. Part B: Illegal immigrants
  • 27. How do you see these people?
    • “ They are terrified of not being able to reach their destination.”
    • “ They fear being chased.”
    • “ To endanger their life to such an extent, means that they can not make a living in their country.”
  • 28. More thoughts..
    • “ They are victims of human trafficking. You can see fear in their eyes.”
    • “ They are passing through, in secret and cunning ways.”
    • “ They endanger their lives for a better future.”
    • “ Obviously they don't know that things here are really difficult.”
  • 29. Comparing immigration conditions in the past and today
    • Always people that leave their home to immigate face problems.
    • The receiving countries face problems too .
    • There must be a way to solve these
    • problems.
  • 30. Science: Racism and Descrimination The following questions were asked in class. “ What do you mean by racism?”
  • 31. According to you,
    • Racism is –as an attitude- based on
        • a) prejudice
        • b) some scientific data?
    • Where does prejudice spring from?
    • Are there inferior and superior peoples?
  • 32. How they felt Negative feelings towards certain immigrants due to unlawful behavior on their part. Positive or negative views but not being clear what exactly generated such feelings.
  • 33. Discussion led to conclusions
    • Racism is created by bias which in turn, is created through “brain-washing.”
    • It has an impact on the formation of
    • attitudes during early stages of life.
  • 34. The role of previous experience Either reinforces a feeling of discrimination or wears out such an attitude.
  • 35. The role of Science The study of the structure of human cell, DNA ect- helped them understand that “ people are basically the same, not different in terms of superior or inferior qualities, only different in cultural or other backgrounds.”
  • 36. Finally we all agreed that, in all cases, racism due to prejudice, has to be fought against as a source of misery and unhappiness.
  • 37. Thank You for your Attendance!