Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorDimitrios Zachos
Course ID600014263

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 3
OrientationAttendance TypeSemesterYearECTS

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Class ID
Course Type 2021
General Foundation
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
General Prerequisites
The focus of the session is the social/ cultural construction of children's place and the ways in which children and adults negotiate "proper" places for children being displaced, especially in education. Following an introduction to the concept of displacement/ emplacement, while drawing upon psychology, sociology, education, cultural studies and arts, the first section deals with the exploration of emotions as ways/ practices for social inclusion/exclusion and mechanisms of the different types of displacement.
Learning Outcomes
By the end of the course the students are expected to: a) understand the conceptual framework of place and displacement, highlighting the existence of different types of displacement in dialogue with education. b) engage the students into the discursive constructions of displacement in terms of causes and consequences and to illustrate the importance of reframing them using the concepts of emotions, identity, arts work and educational divisive or inclusive practices. c) reveal different ways of resisting displacement in education and to explore transformative ways for raising awareness and advocacy.
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • 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)
Identity construction of children in Education This section will deal with the rising public anxiety regarding children's social exclusion from schools because they are labeled as presenting "difficulties" or "disabilities" . These "deficits" are often generally organized as being "social/emotional", "behavioral", or "learning". Using a systemic approach, the specific section explores theories of children's constructions of "difference"; it further challenges the main assumptions about these constructions that shape decisions about children's everyday lives. Recommended reading: Dowling, E., & Osborne, E. (Eds.). (2003). The family and the school: A joint systems approach to problems with children. Karnac Books. James, A., and A. James. 2004. Constructing Childhood. Theory, Policy and Social Practice. Hampshire/New York: Palgrave Macmillan. Jenks, C. (2005). General Introduction. In C. Jenks (Ed.), Childhood. Critical Concepts in Sociology (Vol.1, pp 1-22). London, Routledge (Taylor & Francis Group). Quennerstedt, A., & Quennerstedt, M. (2014). Researching children’s rights in education: Sociology of childhood encountering educational theory. British Journal of Sociology of Education, 35, 115-132. D.T. Zachos: a) Immigration and Educational- Social Displacement This section seeks to deepen understanding of the theoretical perspectives related to schooling of displaced Migrant and Refugee children. Aspects of migration theory, educational policy and human rights are being explored in order to help students understand and evaluate educational responses to refugees. Recommended reading: Castles, S. & Miller, M. (1998). The Age of Migration: International Population Movements in The Modern World. The, London: Guilford press. Clarke, M. & Drudy S. (2006). Teaching for Diversity, Social Justice And Global Awareness. European Journal of Teacher Education, 29(3), 371-386. Suarez-Orozco, M. (2001). Globalization, immigration, and education: The research agenda. Harvard Educational Review, 71(3), 345-365. Taylor, Sandra C. & Sidhu, Ravinder Kaur (2011). Supporting Refugee Students in Schools: What Constitutes Inclusive Education? International Journal of Inclusive Education, 16(1), 39-56. Woods, Annette (2009). Learning to be Literate: Issues of Pedagogy for Recently Arrived Refugee Youth in Australia. Critical Inquiry in Language Studies: An International Journal, 6(1-2). 81-101. b) Roma Education in Greece & Europe: Myths & Reality This section attempts a critical investigation of the work on Roma education. Importance is given to a series of myths concerning the (supposed fixed) Roma identity and culture, which impede the school integration and school success of the students of this social group. Recommended reading: Miskovic, M. (Edit.) (2013). Roma Education in Europe: Practices, Policies and Politics. New York, NY: Routledge. New, W. & Merry, M. (2012). Learning who They "Really" Are: From Stigmatization to Opportunities to Learn in Greek Romani Education. In: Z. Bekerman & T. Geisen (Edit.), International Handbook of Migration, Minorities and Education (623-640). London: Springer. Zachos, D. (2017). Teachers’ Perceptions, Attitudes and Feelings Towards Pupils of Roma Origin. International Journal of Inclusive Education, 21(6). DOI: 10.1080/13603116.2017.1326176 Zachos, D. (2011). Sedentary Roma (Gypsies): The Case of Serres (Greece). Romani Studies 5, 21(1), 23–56.
Emplacement, Displacement, Primary Education, Educational Practices, school, Social environment
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
Reading Assigment742.5
Field trips and participation in conferences / seminars / activities40.1
Written assigments1003.3
Artistic creation60.2
Student Assessment
In class team-work (projects and exercises) 2 written essays
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Labortatory Assignment (Formative)
Additional bibliography for study
Detail in syllabus for every lecture Information, articles, corpora, will be given at the beginning of the session by the teaching staff
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