Interviews with immigrants in Greece


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Interviews with immigrants in Greece

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