Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

Social pathogenesis is often associated with the modern, collapsing educational systems, including political indifference and derealisation from socio-economic conditions of the immediate environment. The purpose of this study is to explore the reaction towards the implementation of critical activities in a classroom of adult refugees and migrant learners of the Greek language. A qualitative ethnographic study design was deployed and ten participants were involved, while participant observation, field notes and recording served collect the data. The educational intervention was realised in collaboration with a colleague and it entailed the implementation of two distinct critical activities. Freedom of expression and criticality were found to undergo strong resistance from crystallized hegemonic forces in the human psyche. Further investigation is required in order to obtain a more profound understanding of the emergency for a politicized, critical education.