Nineteenth International Conference on Diversity in Organizations, Communities & Nations

Abstract

This paper explores the various dimensions relating to the implementation of Greek language lessons for refugees that that have been taking place at the School of Humanities of the University of the Aegean from 2016 to this date. These lessons have been designed to promote, not only the development of survival and adaptation skills to learners living in conditions of uncertainty, but also as an endeavor that can lead to ‘transformative learning’, ‘personal emancipation’ and ‘social empowerment’ through ‘critical thinking’.The language and cultural diversity of the group, the mobility of the learners, as well as their unstable present and future has led to the adoption of communities of language learning and empowerment and the utilization of new pedagogical approaches, which reflect the dynamic character of the learners’ identities (from economic immigrants to refugees, or even ERASMUS students) and their multiple needs. The field research aims at highlighting the refugee’s own experience. The tools used are classroom observation, refugee reflections and implementation of focus-groups. The last two tools enable migrants/refugees to reflect on a number of issues regarding their experiences in Greece (not just Rhodes), their relation to the state agencies and local authorities, their previous learning experiences, their present learning needs and their main aims, as far as future educational and working pathways are concerned. Main target of the study is to highlight possible weaknesses and barriers, as well as challenges and prospects for such a –pioneering for the Greek academic context— educational intervention.