“Symvionontas me ti Metanastefsi”, Living with Migration

FrontPageThe publication "Συμβιώνοντας με τη μετανάστευση», presenting the work on Migration and Intercultural education, edited by Despina Syrri and published by IANOS in June 2011, has already been distributed in over 400 copies to CSOs, migrants' organisations, research centers, journalists, libraries, as well as sold by the IANOS bookstore. In April 2012 the University of Thessaly Faculty of Pedagogics, Greece ordered 180 copies and distributed them as educational material for students, while a number of copies has also been distributed to police working with migrants.

The publication “Συμβιώνοντας με τη μετανάστευση», presenting the work on Migration and Intercultural education, edited by Despina Syrri and published by IANOS in June 2011, has already been distributed in over 400 copies to CSOs, migrants’ organisations, research centers, journalists, libraries, as well as sold by the IANOS bookstore. In April 2012 the University of Thessaly Faculty of Pedagogics, Greece ordered 180 copies and distributed them as educational material for students, while a number of copies has also been distributed to police working with migrants.

The publication “Symvionontas me ti Metanastefsi”, Living with Migration, underlines the value of education's intercultural dimension, yet also emphasises that the educational processes of migrants' integration need to keep pace with respective political, economic and social processes and advancements. Ensuring educational opportunities for immigrants does not tantamount necessarily to social and political equality. The close relationship of the problems related to the possibility of immigrants and their children to participate in education is discussed in relation to difficulties in implementing the existing legislation in order to ensure legal provisions and fundamental rights, the granting and acquisition of citizenship, the grey zone of legality and the terrible issue of 'documents', especially for long-term residents and asylum seekers, as well as the difficulty in finding work, in order to achieve effective integration in the Greek society. Discussions about power relations include debates on the formation of identities, education and culture, bilingualism and space, exploring issues not only at the political but also at the social, institutional and cultural levels. The project "Migration and intercultural education in Thessaloniki" addressed the need for inclusive public dialogue on migration in Greece and Thessaloniki and was co-organized by "Navarino Network" (NN), the Hellenic League for Human Rights (HLHR), the NGO "Polydromo", and the Albanian Immigrants Association "Mother Teresa" from October 2010 until July 2011, while Symβiosis is based on it.

Following an introduction on migration, integration and intercultural education, the first chapter, on the institutional and social framework of migration, is composed by articles on "Migrants, refuges and integration", "Beyond Dublin II", "Protection of the rights of migrants and those entitled to international protection", "Irregular migration to Greece: realism, respect and 'intelligent' expulsions, "Walls between the people", "On the Evros river wall", "Migration, interculturalism and international organisations", "Intercultural education and the Council of Europe", "Intercultural cities". The second chapter focuses on practicing, and consists of articles on "Promoting dialogue on migration and intercultural education in Thessaloniki", "On a Migrant Integration Policy Index", "Standpoints of the Albanian Migrants' Association 'Mother Tereza', "Women migrants: practicing social integration", "'Metoikos' programme on cyclical migration in south and central-east Europe", "Living peacefully with the Other: the case of the Greek-Egyptian coexistence", "Chinese migration in Thessaloniki". The third chapter is dedicated to Education, and contains the articles "What can we learn from bilingual children", "Educational policies for intercultural education in Greece", "Language education in Thessaloniki from Ottoman times to today", "Synopsis of the foreigners' education legal framework in Greece", "Albanian language lessons to migrant children by the Albanian Migrants Association 'Mother Tereza'", "Teaching Arabic", "The Greek-Arab project 'From the children' eyes'", "Teaching at Odysseas", "Odysseas through the photographic lens". Finally, the fourth chapter focused on migration, education and creative arts, with articles on "The intercultural dimension of the arts collections mobility", "Sephardic culture on radio", "A theater workshop for migrants – an EU project by the Macedonian Museum for Contemporary Arts on 'Art as a passage for migrants integration'", "A photography workshop for migrants – an EU project by the Macedonian Museum for Contemporary Arts on 'Art as a passage for migrants integration'".