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Multicultural education as an integration experience: experience of KETHEA MOSAIC Maria Panagiotidou Social worker Master in Statistic Educator KETHEA.
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Παρουσίαση με θέμα: "Multicultural education as an integration experience: experience of KETHEA MOSAIC Maria Panagiotidou Social worker Master in Statistic Educator KETHEA."— Μεταγράφημα παρουσίασης:
Multicultural education as an integration experience: experience of KETHEA MOSAIC Maria Panagiotidou Social worker Master in Statistic Educator KETHEA MOSAIC European Seminar Invisible wounds - Dignity & vulnerability Athens February 2010
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
KETHEA ( Intercutlural Transitional Non Residential Programme ) for immigrants and refugees : KETHEA MOSAIC ( Intercutlural Transitional Non Residential Programme ) for immigrants and refugees : PSYCHOSOCIAL SUPPORT FOR DRUG USERS PREVENTION - COUNCELLING EDUCATION
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)
CULTURECULTURE 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.
MULTICUTURAL EDUCATION Meeting cultures Personal culture Learning to learn Social activity TARGET: Integration - handling multicultural reality
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
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, drawing role playing etc
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
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)
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.
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 )
DRAMA IN THE CLASSROOM: GameDescription What’s in the box? Sit in a circle and pass round an imaginary box. Each student takes something out of the box: the others have to guess what it is. Extension: each student destroys the box after using it. Receptionist Sit in U shape. One person sits at the opening and is the receptionist. The others are hotel guests. The guests have all lost their voices due to a mystery virus. Give out role cards. Students take turns to mime their request. The receptionist must guess what they are.
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.
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… STANGING POETRY
MUSIC- POEMS GameDescription Song title Split group into pairs/small groups and hand out a set of song titles to each group. Tell them that they have to create a story with includes all the song titles… Market place Cut up the lyrics of a song that has a definite story line to it. Create a list of questions that can be answered by the lyrics. In class, give each person a couplet and a set of questions. Do a market place activity until they answer all questions. Check, give out lyrics and listen to/sing the song.
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.
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