The article focuses on how the process of reflection is taught in an undergraduate teacher education programme at the National and Kapodistrian University of Athens. By starting with the theoretical framework of action research as well as the reflective practices, it describes the educational process and discusses the complexities of understanding a methodology which questions […]
Type: Paper
Critical Pedagogy, Paulo Freire and the daring to think politicaly
This article highlights the importance of critical pedagogy and Paulo Freire’s contribution to educational thought. It emphasizes that education is politically determined and should foster critical reflection and social action among students in order to promote social change and justice. […]
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Aspects of the professional identity of preschool teachers in Greece: investigating the role of teacher education and professional experience
The study examines the formation and reform of the professional identity of preschool education teachers in Greece, analyzing the factors that influence it. It highlights the structural and personal factors that shape their professional journey, as well as the differences in perceptions and beliefs that affect the development of their identity. […]
The teaching of the mother tongue of foreign language learners at school: A long-term effort with positive results
The article presents a multi-year educational intervention implemented under the responsibility and coordination of the Teaching Staff Association of a multicultural school in central Athens. The initiative focused on the instruction of the native languages of non-native students. Despite the broad participation and the well-documented pedagogical benefits for the entire student body, the initiative faced […]
Refugee children’s integration in Greece: training future teachers to face new educational challenges
The aim of this paper is to present an action research project focusing on refugee children’s integration to the formal Greek education system as it relates to their mothers’ Greek language learning. Drawing on the interrelation between formal and non-formal education, this project took place at the Open Reception facility of Eleonas in Athens and […]
“Those Bridges That Help You Get There”: How Natural Mentors Improve Social Support and Social Capital of Unaccompanied Immigrant Youths Leaving Residential Care
This article examines the role of natural mentors in facilitating the transition of unaccompanied immigrant minors from state care to independent living. The authors explore how natural mentors—adults who spontaneously develop supportive relationships with youth—provide emotional support, guidance, and access to social networks, thereby strengthening the social support and social capital available to these young […]
‘If we want, they help us in any way’: how ‘unaccompanied refugee minors’ experience mentoring relationships
This article explores the experiences of unaccompanied refugee minors participating in mentoring programs in Austria. Based on two multilingual focus group interviews with young people involved in a pilot “godparenthood” project for unaccompanied minors, the author examines how these youths perceive their relationships with mentors and how these relationships affect their social support and social […]
RaRE-Understanding Risk and Resilience in the Educational Performance of Refugee Children and Youth
The study is a literature review exploring the risk and resilience factors affecting the educational performance of refugee children and youth. The authors examine how various factors, such as trauma, language proficiency, socio-economic conditions, and educational policies, influence the educational experience of this vulnerable group. The review emphasizes the importance of understanding these factors in […]
Refugee Education Coordinators in the Greek Educational System: Their Role as Mediators in Refugee Camps
In Greece, the program for the integration of school-aged refugee children in public education has been implemented since 2016. An innovation established by the Greek Ministry of Education to facilitate refugee children’s access to public school was the institution of the Refugee Education Coordinator (REC). The research explores the role of RECs regarding involvement of […]
Building Bridges Between School and Parents-Refugees
This paper presents the practices for the involvement of refugee parents, applied in Magnesia in the school year 2016-17, the year in which refugee children were introduced into the Greek educational system through Reception/ Preparatory Classes. The ultimate aim is to identify those factors that facilitate the involvement of refugee parents in their children’s education […]
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