- 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
- English language: Despina Papadopoulou
3. English Language
- Lesson planned to explore the hunger strike of300 immigrants,
asking for legalisation, that isintheirown words,
- the issuing of aproper residenceandlabour
- permitto us, the 300 hunger strikers, who demand
- what should be a given for everyoneby putting our
4. How we worked
- The students were asked to answer the following
- What do you think of the hunger strike of the immigrants
demanding legalisation?
5. Some of the answers
- "I think that it is wrong toinvade university
premisesandblackmailthe Greek government.
- "I believe that the immigrant causeshould be rightedand these
poor people should be given all the help they need.
- "Theyshouldn'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 butwe can't affordanymore immigrants in
Greece."
- " Wedon't have the obligationto take care of people that come
to our country illegally."
- "I feel sorryfor them but if we give them what they want,many
more will come andtake all our jobs. "
- "The state shouldprotect people from sufferingso 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
- 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 hungerstrike
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 acase of
- freedom, of free identity.
- They are ready to sacrifice their life for an ideal.
- This higher ideal isthe very heart of freedom.
- We should all showsolidarityto them.
10. Globalization: Huge wave of immigrants
- Greece is in theexternal bordersof Europe.
- Is forcedto stop immigrants moving to Europe.
- Asked tobuild wallsand keep immigrant incampstherefore,
- A new policyis needed to deal with the problem,
- with thehelp of European Union .
11. Conclusion
- Students realized theethical aspectof the people on hunger
strike.
- Still,they worrya lot about immigrants in Greece.
- Feel threatenedthey can loose their jobs toimmigrants.
12. English teaching: Unit 2
- And you call meC O L O U R E D ?!(author unknown)
- When I go in sun, I Black
- When I die, I still Black
13. And the poem continues...
- When you go in sun, you red
- When you scared, you yellow
- And when you die, you gray
- And you calling MEC o l o u r e d ?
14. Teaching more than colors
-
- To talk aboutracialdiscriminations
-
- To talk about prejudicesagainst immigrants.
- The learners enjoyed the poem itself, they all
- g ot involved in a creative discussion about
15. Greek lesson activityThe end of the hunger strike
- The hunger strike of 300 immigrants ended with the strikers
winning their cause.
- They succeed in changing theirillegal statusbya tolerance
statuswith the perspective of becoming legal immigrants under
certain conditions.
16. Dilemma technique
- The students write their thoughts on the following
- 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
17. Here are some of them
- Theresultof the strike concerns only the immigrants.
- Theproblemsof the immigrants and thesolutions given , concern
only them.
- The Greek workers haveno gainfrom 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
- 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 Greekimmigrants starting off their
journey toGermany, 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 anxietieseven
thoughthey 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.
- 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
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
- Where does prejudice spring from?
- Are there inferior and superior peoples?
32. How they felt Negative feelingstowards certain immigrants
due tounlawful behavioron their part. Positive or negativeviews but
not being clear what exactly generated such feelings. 33.
Discussion led to conclusions
- Racism is created by bias which in turn, iscreated 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 orwears 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!