SOCIAL EXCLUSION AND EDUCATION

Course Information
TitleΚΟΙΝΩΝΙΚΟΣ ΑΠΟΚΛΕΙΣΜΟΣ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ / SOCIAL EXCLUSION AND EDUCATION
CodeΕ-47
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorChristos Tourtouras
CommonYes
StatusInactive
Course ID80003940

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
600130926
Type of the Course
  • Background
  • General Knowledge
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Male and female students should: • be able to understand the phenomenon of social exclusion • be able to conceive its dimensions in education • be able to critically approach the causes of its appearance and reproduction • be able to seek solutions for combating it • be sensitized in relation to specific populations who are forced to live in conditions of social and educational exclusion • acquire abilities of political analysis of social and educational phenomena
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work in teams
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
In the framework of this course we initially intend to treat at great length the term "Social Exclusion" and further analyze and understand the corresponding social phenomenon. Subsequently, the main characteristics that turn the above phenomenon into a social problem emerge, and the causes of its production, maintenance and reproduction are sought as well. We also lecture on the fields in which it is developed (science, policy, media), the techniques and the means which it is maintained with (silences, distortions, selective references, racist stereotypes and prejudices in general), the ideology on the basis of which it is rationalized and legalized while the emphasis is on the socio-economic formation in the context of which the social exclusion is incarnated. Similarly, through a further critical reading of the phenomenon we examine its potential excess and resolution. However, the discussion is directly carried out in the field of education, aiming to confront one of the specific dimensions of the phenomenon, known as educational exclusion. Consequently, it is inevitable to include all those kids who are "at risk" or have already experienced educational and -by extension- social exclusion in our country (children of immigrants, refugees and repatriates, children with disabilities, children of poor families and working class children, Gypsies etc). A particular emphasis is given on the analysis of the very specific and differentiated social and educational conditions in which the above mentioned children live. While negotiating reasonable and feasible solutions of the phenomenon, some terms and main principles of the Intercultural and Antiracist Education are discussed and presented analytically, in juxtaposition with each other and with historical previous facts, yet currently holding their sovereignty as examples of assimilation and integration.
Keywords
social exclusion, integration, assimilation, intercultural education, multiculturalism, anti-racist education, educational exclusion.
Educational Material Types
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
During our meetings and project presentations, students are free to use computers, video projectors and overhead projectors. For any questions concerning the course students are encouraged to ask questions by e-mails.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.3
Reading Assigment301
Written assigments812.7
Total1505
Student Assessment
Description
Students' assessment is realized by written exams at the end of the semester. In this framework, the students are called to answer certain questions on a specific text delivered during the examination procedure. Their arguments should be based on the theories that have been discussed extensively during the lectures. This way, their critical ability and argumentation on daily issues of social and educational exclusion is detected. Furthermore, a brief presentation, of group projects, of the main points of some very specific books considered to promote the basic contents of the lesson is anticipated. Students who present projects waive final exams.
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
Τσιάκαλος, Γ. (2006). Απέναντι στα εργαστήρια του ρατσισμού. Αθήνα: Τυπωθήτω-Αντιρρήσεις.
Additional bibliography for study
Cummins, J. (1999). Ταυτότητες υπό διαπραγμάτευση. Εκπαίδευση με σκοπό την Ενδυνάμωση σε μια Κοινωνία της Ετερότητας. Αθήνα: Gutenberg. Τσιάκαλος, Γ., & Σπανού, Ε. (Επιμέλεια), (1999). Ανθρώπινη Αξιοπρέπεια και Κοινωνικός Αποκλεισμός. Εκπαιδευτική Πολιτική στην Ευρώπη. Εταιρεία Πολιτικού Προβληματισμού Ν. Πουλαντζάς. Αθήνα: Ελληνικά Γράμματα. Κασιμάτη, Κ. (Επιμέλεια), (1998). Κοινωνικός Αποκλεισμός: Η Ελληνική Εμπειρία. Αθήνα: Gutenberg. Καραντινός, Δ., Μαράτου-Αλιπράντη, Λ., & Φρονίμου, Ε. (1999). Διαστάσεις του Κοινωνικού Αποκλεισμού στην Ελλάδα. Κύρια θέματα και προσδιορισμός προτεραιοτήτων πολιτικής. Τόμ. Β΄, Αθήνα: ΕΚΚΕ. Σκούρτου, Ε. (Επιμέλεια), (1997). Θέματα Διγλωσσίας και Εκπαίδευσης. Αθήνα: νήσος. Τσιάκαλος, Γ. (2000). Οδηγός Αντιρατσιστικής Εκπαίδευσης. Αθήνα: Ελληνικά Γράμματα. Ψημμένος, Ι. (1995). Μετανάστευση από τα Βαλκάνια. Κοινωνικός Αποκλεισμός στην Αθήνα. Αθήνα: GloryBook-Παπαζήσης. Λαμπριανίδης, Λ., & Λυμπεράκη, Αντ. (2001). Αλβανοί μετανάστες στη Θεσσαλονίκη. Διαδρομές ευημερίας και παραδρομές δημόσιας εικόνας. Αθήνα: Παρατηρητής. Τουρτούρας, Χρ. (2010). Σχολική αποτυχία και αποκλεισμός. Η περίπτωση των παιδιών από την πρώην Σοβιετική Ένωση. Θεσσαλονίκη: Επίκεντρο. Βακαλιός, Θ. (1997). Το πρόβλημα της διαπολιτισμικής εκπαίδευσης στη Δυτική Θράκη: η περίπτωση της μουσουλμανικής μειονότητας με έμφαση στους Πομάκους: έρευνα. Αθήνα: Gutenberg. Κανακίδου, Ελένη. (1994). Η εκπαίδευση στη μουσουλμανική μειονότητα της Δυτικής Θράκης. Αθήνα: Ελληνικά Γράμματα. Ζώνιου-Σιδέρη, Αθ., & Σπανδάγου, Ηλ. (Επιμέλεια), (2005). Εκπαίδευση και Τύφλωση. Σύγχρονες τάσεις και προοπτικές. Αθήνα: Ελληνικά Γράμματα. Oliver, Michael. (2009). Αναπηρία και Πολιτική. Θεσσαλονίκη: Επίκεντρο. Κάτσικας, Χρήστος, & Πολίτου, Εύα. (2005). Εκτός «Τάξης» το «Διαφορετικό»; Τσιγγάνοι, Μειονοτικοί, Παλιννοστούντες και Αλλοδαποί στην Ελληνική Εκπαίδευση. Αθήνα: Gutenberg.
Last Update
04-07-2016