Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorChristos Tourtouras
Course ID600017648

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

Registered students: 204
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses634

Class Information
Academic Year2023 – 2024
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Background
  • General Knowledge
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
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 the 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 mentioned above 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. Finally, we keep in mind to show the serious damages that is possible to be imposed on a social and political level by the institutional legitimization of different racist and extreme-right, new-nazi forms on the world political scene. Actually, we are talking about dangerous formations that are considered more or less responsible for the social exclusions and discriminations of different groups of the population.
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
  • Use of ICT in Student Assessment
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
Reading Assigment210.7
Written assigments210.7
Student Assessment
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)
Course Bibliography (Eudoxus)
Τσιάκαλος, Γ. (2006). Απέναντι στα εργαστήρια του ρατσισμού. Αθήνα: Τυπωθήτω-Αντιρρήσεις. ή Παπαδοπούλου, Δ. (2012). Κοινωνιολογία του Αποκλεισμού στην εποχή της Παγκοσμιοποίησης. Η διάρρηξη του κοινωνικού δεσμού και η αδυναμία συμμετοχής στα κοινωνικά δικαιώματα υπό συνθήκες κρίσης. Αθήνα: Τόπος.
Additional bibliography for study
• Μπαλιμπάρ, Ετ., & Βαλλερστάιν, Ιμ. (1991) (μτφρ.: Άγ. Ελεφάντης & Ελ. Καλαφάτη). Φυλή, Έθνος, Τάξη. Οι διφορούμενες ταυτότητες. Αθήνα: Ο Πολίτης. • 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. • Παπαδημητρίου. Δ. Ζ. (2000). Ο Ευρωπαϊκός Ρατσισμός. Εισαγωγή στο φυλετικό μίσος. Ιστορική, Κοινωνιολογική και Πολιτική μελέτη. Αθήνα: Ελληνικά Γράμματα. • Τσιάκαλος, Γ. (2000). Οδηγός Αντιρατσιστικής Εκπαίδευσης. Θεσσαλονίκη: Επίκεντρο. • Λαμπριανίδης, Λ., & Λυμπεράκη, Αντ. (2001). Αλβανοί μετανάστες στη Θεσσαλονίκη. Διαδρομές ευημερίας και παραδρομές δημόσιας εικόνας. Αθήνα: Παρατηρητής. • Κάτσικας, Χρήστος, & Πολίτου, Εύα. (2005). Εκτός «Τάξης» το «Διαφορετικό»; Τσιγγάνοι, Μειονοτικοί, Παλιννοστούντες και Αλλοδαποί στην Ελληνική Εκπαίδευση. Αθήνα: Gutenberg. • Μαυρίδης, Μπ. (2007). Κυρίαρχος Λόγος και Κοινωνικός Αποκλεισμός. Τα πεδία της Πολιτικής, της Επιστήμης και της Εκπαίδευσης. Θεσσαλονίκη: Βάνιας. • Oliver, Michael. (2009). Αναπηρία και Πολιτική. Θεσσαλονίκη: Επίκεντρο. • Foucault, M. (2011) (μτφρ.: Τ. Μπέτζελος). Επιτήρηση και τιμωρία. Η γέννηση της φυλακής. Αθήνα: Πλέθρον. • Τουρτούρας, Χρ. (2012). (β΄ έκδοση). Σχολική αποτυχία και αποκλεισμός. Η περίπτωση των παιδιών από την πρώην Σοβιετική Ένωση. Θεσσαλονίκη: Επίκεντρο. • Παληκίδης, Άγ. (Επιμ.) (2013) (α΄ έκδ.). Κριτικές προσεγγίσεις του ναζιστικού φαινομένου. Από την ιστοριογραφία και την πολιτική θεωρία στη σχολική ιστορική μάθηση. Θεσσαλονίκη: Επίκεντρο. • Κυρίδης, Αργ. (Επιμ.) (2014). Ευπαθείς κοινωνικές ομάδες και διά βίου μάθηση. Αθήνα: Gutenberg. • Melzer, R., & Serafin, S. (Επιμ.) (2014) (μτφρ.: Ελ. Παπαδάκη). O δεξιός εξτρεμισμός στην Ευρώπη. Αναλύσεις χωρών, αντίπαλες στρατηγικές, προσπάθειες εξόδου προς την αγορά εργασίας. Αθήνα: Πόλις. • Τσιάκαλος, Γ. (2015). Για τη ναζιστική ακροδεξιά και την πολιτική καθημερινότητα στην εποχή της κρίσης. Θεσσαλονίκη: Επίκεντρο. • Winkler, A. H. (2015) (ανατύπωση) (μτφρ.: Άντζη Σαλταμπάση). Βαϊμάρη. Η ανάπηρη δημοκρατία 1918-1933. Αθήνα: Πόλις. • Ελευθεράκης, Γ. Θ., & Οικονομίδης, Δ. Β. (Επιμ.) (2018) (α΄ έκδ.). Παιδαγωγική και Κοινωνιολογία της Δημοκρατίας & των Ανθρώπινων Δικαιωμάτων. Αθήνα: Διάδραση.
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