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
Entry Category: Educational Practices & Pedagogies / Teacher Training
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
Language Diversity in Greece
The author leads us on a journey through the multilingual past of Greece. Arvanitic, Meglenitic, Romanic, Turkish, Sephardic and so many other languages and dialects were spoken and are still spoken in this land. A historical and linguistic journey that proves that diversity in Greece is a component of our culture and the notion of
The class (Entre les murs)
The Class is a 2008 French drama film directed by Laurent Cantet, based on the 2006 novel of the same name by François Bégaudeau. The novel is a semi-autobiographical account of Bégaudeau’s experiences as a French language and literature teacher in a middle school in the 20th arrondissement of Paris, particularly illuminating his struggles with
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.
October 2015- January 2023 Images and whispers of a collective pedagogical intervention in the refugee camp of Elaionas
The text documents the trajectory and imprints of a collective pedagogical intervention carried out at the Eleonas refugee accommodation center in Athens from 2015 to 2023. Initiated through collaboration among university institutions, students, and other actors, the project focused on the educational support of refugee children through experiential and intercultural approaches. It highlights the importance
Education through voluntary action: participation of female students in a literacy programme for refugee children using drama pedagogical techniques
During the action “Drama and Literacy”, female students-future kindergarten teachers were trained on Drama techniques and participated in educational interventions with children of refugee origin in the Mosa camp (Volos). The aim of the research was to explore the views of female students towards the use of “alternative” techniques to enhance communication between children and
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.
Forced Silence
Experiential activities awareness-raising activities on the occasion of the experiences of young refugees. The educational material follows the sections of the Forced Silence album and is composed of: a) a series of questions – stimuli for discussion with the aim of better understanding and deepening of the topics covered within the album, and (b) a
Building a democratic school in Athens
This book presents the case of a primary school in central Athens that implemented inclusive and democratic practices to support the educational and social integration of students from diverse linguistic and cultural backgrounds. It documents the collaborative efforts of teachers, students, and families to create a school environment based on respect, participation, and equality. The