1. HARNESSING INTERCULTURAL DIVERSITY 1ST SECOND CHANCE SCHOOL OF THESSALONIKI ( NEAPOLIS) Bydgoszcz meeting, Poland May 4-8/2011

2. Didactic material.Theme: Immigration

Greek language: Eleni Agapidou

Almpanoudi,

English language: Despina Papadopoulou

Zlatanou,

Science: Yannis Kalyvas,

3. English Language

Lesson planned to explore the hunger strike of300 immigrants, asking for legalisation, that isintheirown words,

the issuing of aproper residenceandlabour

permitto us, the 300 hunger strikers, who demand

what should be a given for everyoneby putting our

lives on the line.

4. How we worked

The students were asked to answer the following

question:

What do you think of the hunger strike of the immigrants demanding legalisation?

5. Some of the answers

"I think that it is wrong toinvade university premisesandblackmailthe Greek government.

"I believe that the immigrant causeshould be rightedand these poor people should be given all the help they need.

"Theyshouldn't be on hunger strike . They should be sent back to their countries to live in better conditions. "

6. More answers

"I sympathize with them butwe can't affordanymore immigrants in Greece."

" Wedon't have the obligationto take care of people that come to our country illegally."

"I feel sorryfor them but if we give them what they want,many more will come andtake all our jobs. "

"The state shouldprotect people from sufferingso much. We should never forget that we are all people.

7. Dr Douzinas,Professor of Philosophy of Law at London University

I faced many difficulties, many small or major

humiliations, even though I was a high class

immigrant.

February 28th, Dr Douzinas interview on Greek

television about the hunger strike of 300 immigrants.

8. Two aspects of the immigration problem

The general immigration problem that must be

dealt with a new policy and

The ethical aspect concerning the 300 hungerstrike immigrants.

Being an immigrant myself, I want to express

my solidarity to these people.

9. The Greeks have immigration information in their DNA

These people represent to the Greeks acase of

freedom, of free identity.

They are ready to sacrifice their life for an ideal.

Freedom or death.

This higher ideal isthe very heart of freedom.

We should all showsolidarityto them.

10. Globalization: Huge wave of immigrants

Greece is in theexternal bordersof Europe.

Is forcedto stop immigrants moving to Europe.

Asked tobuild wallsand keep immigrant incampstherefore,

A new policyis needed to deal with the problem,

with thehelp of European Union .

11. Conclusion

Students realized theethical aspectof the people on hunger strike.

Still,they worrya lot about immigrants in Greece.

Feel threatenedthey can loose their jobs toimmigrants.

12. English teaching: Unit 2

And you call meC O L O U R E D ?!(author unknown)

When I born, I Black

When I grow up, I Black

When I go in sun, I Black

When I scared, I Black

When I cold, I Black

When I sick, I Black

When I ill, I Black

When I die, I still Black

13. And the poem continues...

And you white fella

When you born, you pink

When you grow, you white

When you go in sun, you red

When you scared, you yellow

When you cold, you blue

When you sick, you green

And when you die, you gray

And you calling MEC o l o u r e d ?

14. Teaching more than colors

Aims of the activity

• To teach colors

• To talk aboutracialdiscriminations

• To talk about prejudicesagainst immigrants.

Outcome

The learners enjoyed the poem itself, they all

g ot involved in a creative discussion about

human rights.

15. Greek lesson activityThe end of the hunger strike

The hunger strike of 300 immigrants ended with the strikers winning their cause.

They succeed in changing theirillegal statusbya tolerance statuswith the perspective of becoming legal immigrants under certain conditions.

16. Dilemma technique

The students write their thoughts on the following

statement.

The victory of the hunger strike immigrant

constitutes a victory of all working people and

indeed it proved that the only fight that is

actually lost is the fight which has never been

fought for.

17. Here are some of them

Theresultof the strike concerns only the immigrants.

Theproblemsof the immigrants and thesolutions given , concern only them.

The Greek workers haveno gainfrom the success of the their strike.

18. The discussion was fruitful.. The Ypatia case has been an example of fighting spirit. L ost struggle is only the one which is never fought for. 19. A remark

Expressed opinion:

Such spirit of struggle and fighting

should come from the Greeks rather than

immigrants, let alone illegal ones.

20. Greek language: Unit 2

Human rights of the immigrants.

21. Creative writing

A photo of the 60ties, with Greekimmigrants starting off their journey toGermany, was shown to the students.

They were asked to write down their

thoughts regarding this photo .

22. 23. Their thoughts

In the pursue of a better future, a second chance.

Faces show hope for a better life and also worry for the unknown.

They immigrated as life in Greece was not easy, but things are more difficult now.

They are dressed up to express hope for a successful new life and also to feel better.

24. More thoughts

They smile, but still, one can see the agony in their eyes.

They are leaving to find work and not to be involved in illegal activities.

I am thinking to leave myself but I am afraid to do it.

25. Discussion

The Greek immigrants in Germany faced problems both at work and their contact with the local society.

They had to deal with many difficulties and anxietieseven thoughthey were legal immigrants.

26. Part B: Illegal immigrants 27. How do you see these people?

They are terrified of not being able to reach their destination.

They fear being chased.

To endanger their life to such an extent, means that they can not make a living in their country.

28. More thoughts..

They are victims of human trafficking. You can see fear in their eyes.

They are passing through, in secret and cunning ways.

They endanger their lives for a better future.

Obviously they don't know that things here are really difficult.

29. Comparing immigration conditions in the past and today

Always people that leave their home to immigate face problems.

The receiving countries face problems too .

There must be a way to solve these

problems.

30. Science:Racism and Descrimination The following questions were asked in class. What do you mean by racism? 31. According to you,

Racism is as an attitude- based on

• • a) prejudice

• • b) some scientific data?

Where does prejudice spring from?

Are there inferior and superior peoples?

32. How they felt Negative feelingstowards certain immigrants due tounlawful behavioron their part. Positive or negativeviews but not being clear what exactly generated such feelings. 33. Discussion led to conclusions

Racism is created by bias which in turn, iscreated through brain-washing.

It has an impact on the formation of

attitudes during early stages of life.

34. The role of previous experience Either reinforces a feeling of discrimination orwears out such an attitude. 35. The role of Science The study of the structure of human cell, DNA ect-helped them understand that people are basically the same,not different in terms of superior or inferior qualities, only different in cultural or other backgrounds. 36. Finally we all agreed that, in all cases, racism due to prejudice, has to be fought against as a source of misery and unhappiness. 37. Thank You for your Attendance!