The authors describe their experiences from two different educational contexts: a primary school in Athens with 65% Turkish-speaking students, internal migrants from Thrace, and a high school in Thrace with exclusively minority students. They explain how they experienced contact with difference in all its forms (students, parents, fellow teachers) and how the conflicts that daily
Content language: Greek
From here and from everywhere: Educational changes and pedagogical practices for an open school
This proceedings volume brings together research and educational practices addressing pedagogical change and the challenge of diversity in contemporary schools. Through multiple thematic areas—ranging from education policy to refugee inclusion and intercultural pedagogy—it emphasizes the need for open, inclusive, and adaptive educational frameworks. The volume positions education as a site of transformation and democratic engagement
The “other” in the classroom: versions of the child-student in contemporary Greek cinema. Exploring the world of the child
This paper explores how versions of one role, the child-student, are represented in contemporary Greek cinema. It analyses the films The Fisherman by Dimitris Spyrou, The Canary Bike by Dimitris Stavrakas, and The Light That Goes Out by Vassilis Douros. The common thread in all three films is the representation of the child-student as “other”.
The teacher who let children dream
A film by Daniel Losset produced by French Public Television (2006) on the activities of the pioneering educator Celestin Freinet during the inter-war period. The film tells the story of Freinet’s efforts, against the establishment and reactionary society, to create an open and democratic school that let children dream and express themselves freely.
Passion for Life (L ‘école buissonnière)
The film is about the pioneering ideas of the French educator Celestin Freinet. It is based on his wife’s notes and documents his early years as a young teacher in interwar France. In 1920, Freinet was appointed to the boys’ primary school in a small traditional village in Provence. Troubled by his students’ lack of
Célestin Freinet Institutional and Critical Pedagogy: Towards a free, open and collaborative school
This edited volume explores the educational vision of Célestin Freinet through the lens of institutional and critical pedagogy. Combining theoretical perspectives with lived classroom practices, it advocates for a democratic and cooperative school grounded in participation, autonomy, and collective creation. The book links pedagogical work to broader social transformation, fostering a politically conscious approach to
Thematic laboratory weeks at F.E.C.E.: An alternative practice in the context of university teacher training
This article presents the course of the laboratory weeks at the Department of Early Childhood Education (F.E.C.E.) as an innovative approach in teacher education. This practice aims to bridge theory and practice by enhancing students’ active engagement through experiential workshops and collaborative activities. The article highlights the benefits of this method in developing professional skills
The Refugee Education Project
This file includes the Assessment Report on the Integration Project of Refugee Children in Education in Greece (March 2016-April 2017) and the Proposals of the Greek Committee for the Education of Refugee Children during the 2017-2018 School Year.
ERT Report – “The meeting”
The ERT Report team visited the school community of Vlora High School during the year and met teachers with vision and students who like school. Using tools of experiential learning, equal participation and respect for differences, they learn how to coexist in a small society and be “citizens of their own country”, i.e. the school.
3 years of actions in Elaionas: a community of learning and practice from Kindergarten to University
The Eleonas project was developed as a learning and practice community involving students, refugee children, and educators. The initiative promoted social inclusion and educational support through creative, intercultural, and pedagogical activities. It served both as a support structure for the children and a reflective practicum for student teachers.