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Multicultural education as an integration experience: experience of KETHEA MOSAIC

Multicultural education as an integration experience: experience of KETHEA MOSAIC. European Seminar  Invisible wounds - Dignity & vulnerability Athens  24-26 February 2010. Maria Panagiotidou Social worker Master in Statistic Educator KETHEA MOSAIC.

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Multicultural education as an integration experience: experience of KETHEA MOSAIC

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  1. Multicultural education as an integration experience: experience of KETHEA MOSAIC European Seminar  Invisible wounds - Dignity & vulnerability Athens  24-26 February 2010 Maria Panagiotidou Social worker Master in Statistic Educator KETHEA MOSAIC

  2. Currently, KETHEA network includes:  24 Counselling Centres 14 Counselling Support Programmes for Prisoners 2 Therapeutic Communities in Prison 2 Low Threshold Programmes, 1 Street-work Programme, 4 Residential Therapeutic Programmes for adults 6 Non Residential Therapeutic Programmes for adolescents/young adults 2 Special Therapeutic Programmes for women An Alcohol and Gambling Therapeutic Programme 12 Re-entry Centres 4 Transitional Schools for members of the therapeutic programmes 2 Specialised Social and Vocational Integration Centres An Intercultural Therapeutic Programme for immigrants and refugees 2 Reception and Re-entry Centres for Released Prisoners 18 Family Support Programmes. A Help-line for drug users, their relatives and friends A Prevention Sector A Sector of Education and Staff Training A Research Sector A printing unit

  3. KETHEAMOSAIC(Intercutlural Transitional Non Residential Programme)for immigrants and refugees: PSYCHOSOCIAL SUPPORT FOR DRUG USERS PREVENTION - COUNCELLING EDUCATION

  4. EDUCATIONAL ACTIVITIES: • LESSONS (GREEK- VOCABULARY FOR COMMUNITY ) • COUNSELLING FOR EDUCATION/ VOCATIONAL MATTERS • SEMINAR FOR HEALTH • VISITS • FILM • JOURNAL GROUP • SEMINAR FOR TRADITIONS • EUROPEAN PROGRAM: YOUTH IN ACTION: EXCHANGE “MOUSARIFIS” • IRANIAN GROUP (volunteers- members)

  5. CULTURE The word “culture” has multil- level. • In personal level refers to “culture” in each person. • In social level refers to the culture to group of people • And more over, to the culture to all the society.

  6. MULTICUTURAL EDUCATION • Meeting cultures • Personal culture • Learning to learn • Social activity • TARGET: Integration - handling multicultural reality

  7. INTERCULTURAL AWARENESS: • It can be seen as the process of becoming more aware of and having a better understanding of one;s own culture and other cultures around the world. Its aim is to increase international and cross-cultural tolerance and understanding. • Intercultural aware students/teachers should be able to: • Have a good understanding and awareness of their own culture • Be aware of how their culture is seen from the outside, by other countries and cultures • Understanding and see the target culture from its perspective • Be aware of how the see the target culture

  8. Education method SILL:Staging Intercultural Language Learning(North Mon Language Institute, cork Ireland ) • Give emphasis to the experience of students and not to what the educator wants to achieve. • It can be out of the classroom • Using music-poems, video, games, photos, drawingrole playing etc

  9. WAY OF FUNCTION • CO-CREATION • MUTUAL RESPECT/ ACCEPTANCE • LEARNING FROM EACH OTHER, • LEARINING OTHER CULTURES • LEARNING THE TARGET CULTURE Enhancement the feeling of acceptance, the respect, self estimate of the trainee

  10. PLANNING THE LESSON • Methods and production/ Process (what?) (selection of the member of the group, present the activity (questionnaire, text… questions) • Gain knowledge ( autonomous learning eg. Dictionary) • Action (doing the activity) • Conception of the results (poster, drawing, drama etc ) • Presentation (present it to the classroom)

  11. INTRODUCE THE COUNTRIES Introduce different countries. Each person prepare a questionnaire/ test 5-6 questions multi-choice about his countries. Give all this questionnaires and try to give answers.

  12. VIDEO: Publisher and journalist • Split group into pairs and each pair sit across. • One person ( A )from the pair watch the movie without sound and tell to the partner (B), who doesn’t see, what it is in the screen. • After the last person (B) says what he understand from his partner. • We watch all the movie with the sound. ****************************************************** vocabulary- grammar Different perspective that we understand (listening, watching, connecting with our culture- ideology) connecting the group Talking about variety of matters (in Greece and other countries, depend on the movie )

  13. DRAMA IN THE CLASSROOM:

  14. STANGING POETRY • Help students express their own images and associations • To understand reactions to emotional stimuli • Communicate on a personal level • ******** • Learning is not first and foremost concerned with scientific analysis, but with developing the enjoyment of the creative use of language. • The reaction to a poem is more important than detailed understanding. • The role of the student has changed. For this to be successful, s/he should be considered as a person first and only then as a student.

  15. STANGING POETRY Contrast Poem (helps with simple and compound sentence structure, linking verbs followed by adjectives, verbs in the negative, the conjunction but) A dog is friendly A dog is intelligent A dog is loyal, But a dog isn’t human. Five Senses poem: (sensory verbs, basic sentence structure, metaphors and similes) Athens Athens is grin and blue It taste like kebab It sounds like klaxon It smells like smoke It looks like a building It makes me fell happy…

  16. MUSIC- POEMS

  17. Greek Bibliography • Κοσμίδου Hardy Χρυσούλα (2009) Για τη συμβουλευτική και τον επαγγελματικό προσανατολισμό, Αθήνα cd rom στα πλαίσια του προγραμμάτος Car Cuit • Μάρκου Π. Γεωργιος (1997) Εισαγωγή στη Διαπολιτισμική Εκπαίδευση. Εκδ.Ηλεκτρονικές Τέχνες • Μάρκου Π. Γεωργιος (1999) Το σχολείο στην καρδιά της κοινωνίας. Κέντρο Διαπολιτισμικής Αγωγής. Εθνικό Καποδιστριακό Πανεπιστήμιο. Τσιακαλος Γιώργος (2000) Οδηγός Αντιρατσιστικής εκπαίδευσης. Ελληνικά Γράμματα • Χρυσαφίδης Κ.-Παπαγιάννη (2000)Π. Οδηγίες Εισαγωγής γλωσσοδιδακτικού υλικού. Κέντρο Διαπολιτισμικής Αγωγής. Εθνικό Καποδιστριακό Πανεπιστήμιο. • Πρόγραμμα για τη Σχολική και Κοινωνική Ένταξη Παλιννοστούντων και Αλλοδαπών Μαθητών. Κέντρο Διαπολιτισμικής Αγωγής. Εθνικό Καποδιστριακό Πανεπιστήμιο.

  18. THANK YOU. No man can reveal to you aught but that which already lies half asleep in the dawning of your knowledge.  Kahlil Gibran Prophet

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