Erasmus

1. Erasmus+ Project
‘’The New Approaches Opposite Old Stereotypes’’
A presentation by the students of the school of Ioannina, Greece
Eugenia Ilia, Amalia Ntourou, Sofia Papagianni, Elena Papadopoulou, Konstantina Papadimitriou, Areti Pappa

2. Stereotypes (prejudices)
● Discrimination and inequalities, based on sex, race, national or ethnic
origin, religion, age, disability, marital or social status, sexual
orientation and gender identity or characteristics, are found both in
the field of work and employment, as well as in other areas of public
and private life, stereotypes and prejudices shape self-perception,
affect the academic and professional choices of individuals, as well as
choices regarding employment and the reconciliation of work and
private life.

3. Stereotypes (prejudices)
● Stereotypes and prejudices shape people's perceptions and, by
extension, attitudes towards people who differ from themselves or the
social group in which they are included.
● Although research has not proven that stereotypes are correct, they
are used by many as a basis for decision-making, resulting in the
creation of prejudices and discrimination.
● Through stereotypes in communication, knowledge is transmitted
from generation to generation and thus reproduces within a culture.

4. Consequences of stereotypes
● The person who has accepted all these prejudices remains
spiritually stable
● Constantly listening to various prejudices that offend their
religious identity can easily lead to depression or in other cases to
resentment gradually creating a religious war.
● Limiting the traditional perceptions of every religion that have
existed in our society since antiquity.

6. Xenophobia (racism)
● Racism is a social and political phenomenon that supports the theory
of inferior and superior races. Xenophobia is directed against
individuals because of their actual or supposed cultural membership
of their group.
● Prejudices depend on the context of their development. That is,
xenophobia depends, among other things, on the location, the
historical period and the identity of the "foreigners" against whom it
is directed.

7. Causes
● Racism is being used as an alibi to disorientate the people from
serious economic and social problems.
● The lack of education (the uneducated become mainly victims of
propaganda).
● Social stratification, inequality in the provision of opportunities,
social equality are more theory than practice as well as the prejudices
created by the family, the tradition and the content of our education
system' s studies.
● The different always scares. It is considered alien, dangerous. On the
contrary, the likes of us are considered harmless and, consequently,
acceptable.

8. Consequences
● Nationalism - triggering wars and conflicts
● Lack of cooperation, solidarity and socio-political consciousness - lack
of humanity
● Barriers are rising in human relationships. Alienation, which is based
on racial or cultural criteria, is predominant
● Recipients of racist attitudes become introverted and lose their sense
of self-worth

10. Religions and stereotypes
Several generations before ours, prejudices and stereotypes, especially
between the sexes, dominated every society. Due to the fact that religion at
that time was not only a matter of individual responsibility but also of
social obligation, these stereotypes "watered down" religions. Over the
years, however, and as society evolved into a society of equality, prejudices
and stereotypes were eliminated from society, without being eliminated
by religions.

11. Religious stereotypes and racism
● The views of modern society are dependent on traditional
perceptions resulting in the existence of stereotypes.
● In the religious field there have been several prejudices since
antiquity.
● Many people criticize religions according to the stereotypes they
have adopted from their state, where this discrimination can easily
lead to religious racism.

13. Anti-Semitism
● Anti-Semitism condenses religious, supposedly biological and
cultural characteristics, on the basis of which people are
categorized as Jews and devalued. Anti-Semitism is defined as a
social prejudice against Jews because they are Jews.
● During German Nazism, hostility and hatred towards Jews led to
the idea that Jews should be exterminated as "enemies of the
German people." Six million Jews were systematically murdered
by the Nazis in concentration and extermination camps or in mass
executions.

15. Homophobia
● Homophobia or homoerotophobia is characterized by
underestimation and prejudice against people with homosexual
sexual orientation.
● Homophobia occurs, for example, when homosexuals are
characterized as immoral and deprived of equal rights, such as the
right to marry, to inherit or to adopt children.

16. Homophobia
● There are four basic forms of homophobia: internalized,
interpersonal, institutional and cultural homophobia.
● Homophobia affects us all, because it is an attack on the
fundamental values of our society. No person shall be discriminated
against on the basis of his or her sexual identity, as stated in the
various human rights conventions that discrimination on the
grounds of sex, origin, race, language, country of origin, religion or
political beliefs.

18. Prejudices against women (sexism)
● Sexism is based on the idea of inequality between men and
women, which justifies gender inequality.
● Despite the widespread notion of universality, many areas of
women's daily lives are a source of controversy.
● Today, special importance is attached to the active participation of
women in society, as women can now claim their rights more
effectively.

20. Intercultural education in Greece
● Aims to combat discrimination in education.
● It is an active interaction between people who once faced obstacles
in communicating with each other.

21. Problems
● Foreign students do not seem to have the same opportunities
as native students.
● Immigrant children enter the education system with different
and unequal access conditions at all levels of education.
● Foreign students are not given equal long-term educational
opportunities and in particular opportunities for vocational
rehabilitation and social evolution.

22. Purposes
● Cultivation of interaction and mutual understanding
● Peaceful coexistence and cooperation between people of different
ethnic, cultural, linguistic and religious backgrounds.
● Teaching about other cultures and developing respect for them in
indigenous children
● Bridging the cultural gap that separates the minority from the
dominant group and consequently upgrades the self-esteem of
immigrant and minority children resulting in their educational
integration

23. Purposes
● Solve problems created by the contact of different culturally
individuals or groups in the host country of moving populations
● Form positive perceptions about the differences between
cultures
● Solidarity
● Respect as equals of other peoples
● Education on peace

25. Stereotypes and Greek national identity
● The need for a homogenizing basis for the nation has highlighted
as some of its fundamental aspects the common origin, the
language, the religion, the traditions and history.
● As regarding to the Greek national identity and the way it is
structured, these are some basic axes that reflect the basic
values of Greekness:
1. civilization
2. language
3. ancient times
4. art
5. homeland

26. Stereotypes and Greek national identity
● The governance of the Greek geographical position, meaning
whether Greece belongs to Europe, the West or the East,
essentially refers to a symbolic dilemma regarding the cultural
integration of Greece in the cultures that characterize the West and
the East.

28. School and the fight against diversity
● In the school curriculum, there are several explicit references to
human rights, the principles of non-discrimination and respect for
diversity, as well as the prohibition of all forms of violence.
● Teachers are advised to teach these topics in a direct and
experiential way, so that students understand the special value of
these rights and principles and the ways in which violations can be
dealt with legally and effectively.
● The school should not accept any form of racist or xenophobic
behavior from anyone.

30. How can we improve our perceptions of others?
Although stereotypes are difficult to change, people maintain them even
when confronted with evidence that subverts them.
● Search for more information about the person.
● Questioning the accuracy of the impression we have formed about
the person.
● Acceptance of the fact that the impressions we form about people
should change over time.
● Encourage students to justify their views, especially if some
contain irrational dislikes of different social or ethnic groups

31. How can we improve our perceptions of others?
● Avoid generalizations and substantiate their views based on specific
data
● Acquisition of an open critical spirit
● Development of feelings of empathy and humanity
● Understanding the effects of prejudice on groups of people who have
become "objects" of stereotypes and actions
● Exploration and analysis of the historical and socio-political and
cultural dimension and dependence of prejudices.
● We avoid saying or doing things that offend each other and perpetuate
outdated stereotypes.

33. Conclusions - Recommendations
For those who aim to strengthen the sense of unity of Greeks as well as the
values that will contribute to the creation of a society without
discrimination, the central recommendations that emerge from this
research are the following:
● After a period of great difficulties, which is still going on, Greeks must
regain a sense of self-confidence and hope. It is important for Greeks
to feel that they have the power to bring about positive change. In this
context, the issue of immigration and refugees can be presented as an
example that offers opportunities for mobilization and success.

34. Conclusions - Recommendations
● More work is needed to understand how the economic hardships
experienced by Greeks over the past decade can be tackled positively,
and to find ways for the migrant population to contribute to
improving the economic outlook within Greece.
● The Greek society has never been monocultural; it always lived and
coexisted in the Greek population groups that had different traditions,
religious beliefs and values influenced by the various socio-economic
and cultural conditions and change in multiculturalism due to the
needs of a production and economy.

35. Conclusions - Recommendations
● Greece is now made up of groups with particular ethnic, religious and
cultural characteristics
● Greece is now an intercultural country in which adoption and
reconciliation with interculturalism is a key issue in shaping the
student body.
● There is a need to raise the awareness of public authorities, in
particular police and judicial officials, human rights institutions and
civil society organizations, about the ethnic, religious and cultural
diversity of European societies.

36. Thank you for your attention
and we are waiting for you to visit our country and our city!