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Type: Book

Belts, a major institution of the institutional cooperative class.

Book
Belts—both for level and behavior—are a key element of the cooperative classroom
Educational Practices & Pedagogies / Teacher Training

Symbolic norm or law of two educational worlds.

Book
Educational dogma is overrun by positivism and a near-hegemonic focus on evaluation…
Educational Practices & Pedagogies / Teacher Training

With the Apprentice Readers

Book
How does one begin reading? By reading to learn to read—and not the other ...
Educational Practices & Pedagogies / Teacher Training

Lived Problems and Mathematical Initiation

Book
The moment of inventing problems is an important part of group mathematics work: a ...
Educational Practices & Pedagogies / Teacher Training

The Free People of Children: Pedagogy, Culture, Politics

Book
This set of three lectures is a presentation, for a Bolivian audience, of the ...
Educational Practices & Pedagogies / Teacher Training

Les métiers une médiation bien commode

Book
Dans ce texte, Fernand Oury précise comment les métiers, institution majeure de la classe ...
Educational Practices & Pedagogies / Teacher Training

From the Agitated Warrior to the Peaceful Grandfather

Book
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Educational Practices & Pedagogies / Teacher Training

Sound Archipelago,. book in two volume

Book
A two-part publication on the duo Kristoff K.Roll. The first part contains four conversations,the ...
Artistic Expression and Intervention

Institutional Pedagogy in Preschool

Book
This book provides a firsthand account of implementing institutional pedagogy in a preschool setting. ...
Educational Practices & Pedagogies / Teacher Training

Harvests of Champ PI: Institutions, Techniques, and Tools for Today’s Classrooms

Book
The authors of the texts in this book teach in public schools or Calandreta ...
Educational Practices & Pedagogies / Teacher Training

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Navigation Guide

To create your own path through the platform, it is crucial to start with the testimony videos of people with refugee and migration experiences. Their voices are essential to understanding “the others”, as engaging with them offers a powerful way to better understand society as a whole.

  • Place your cursor over the photos and icons to view descriptions and select a testimony.

  • Search the material by categories, types, or keywords (Menu → Repository).

  • At the end of each video, review the icon descriptions and explore the related materials.

On VOLARE you will also find suggested “learning pathways” through the testimonies and accompanying materials, which are not restrictive or exclusive. The VOLARE team encourages visitors to create their own pathway of understanding, according to their educational context and interests.

The VOLARE digital platform:

  • Designed for educators, university students and secondary school students.

  • Employs participatory ethnographic approaches, integrating testimony and multimodality as tools in the educational process.

  • Offers a living archive of videos, texts and multimodal resources on migration and refugee experiences.

  • Creates a space for listening to and understanding the experiences of migrants, refugees and members of minority groups, with the aim of being used within secondary and higher education courses.

It includes:

  • Video-testimonies from people with refugee and migrant backgrounds in Greece, Bulgaria and France. Each research team chose its own way of filming and framing the testimonies, engaging uniquely with each person.

  • Video-contributions from educators, legal experts, artists and activists working in the field, who offer their own perspectives on this encounter.

  • Each testimony is accompanied by sources of knowledge (articles, books, reports, etc.) and additional multimodal materials (films, artworks, museums, games, databases, etc.).

  • Twelve songs in different languages, selected and recorded exclusively for VOLARE.

  • Podcasts featuring a wide range of people connected to VOLARE’s themes.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Innovation Council and the Executive Agency (State Scholarship Foundation-IKY). Neither the European Union nor the granting authority can be held responsible for them.