Activist solidarity routes in social, cultural, and pedagogical environments

Code: ΕΠ 663

Semester: 6, 8

ECTS: 6

Course Instructor: Katifenia Aggeliki Chatzopoulou

COURSE DESCRIPTION

The purpose of the course is to introduce students to the development of differentiated socio-cultural ‘identities’ through their participation in environments that promote activist actions. Within the framework of the course, transformative characteristics are developed that highlight various forms of student interaction with local communities, redefining traditional approaches based on new academic perspectives, where everyone learns when they are actively involved in bi-group practices (Ross, Li & Call-Cummings, 2022, Dragona, 2020, Viglas, Magos & Alexopoulos, 2020). In this direction, the inclusion of students’ ‘voices’ in academic practice requires reapproaching students’ active involvement in planning of solidarity practices in order to challenge dominant ways of thinking, as well as the development of capacities for the effective implementation of interventions within the framework of actions for social justice and equality (Haravitsidis, 2020, Tsafos, 2014, Cook-Gumperz, 2008). This way, students participate in shaping their educational process, aiming not only at acquiring experiences but also at cultivating self-perceptions as active socio-historical and transformative subjects (Tsafos, 2021, Androusou & Tsafos, 2013). Through such practices, the relationship between students and local communities turns into a ‘conversation’ that highlights research frameworks for cultivating awareness, understanding, empathy, and respect for the needs of people from vulnerable social groups (Biewend, 2021, Tsafos, 2014, Broadhead, Johnston, Tobbel & Woolley, 2011). Specifically, within the course, participating students have the opportunity to visit and support the operation of social, cultural, and pedagogical environments and to reflect on the implemented activist practices (e.g., child protection structures, social-solidarity kitchens) in order to develop democratic, open, and inclusive cultural actions.

SUGGESTED BIBLIOGRAPHY

• Androusou, A., & Tsafos, B. (2013). Educating teachers as mentors of future teachers in an inquiry-reflective framework. In A. Androusou & S. Avgitidou (Eds.). Practicum in initial teacher education: Research approaches. Athens: Network of Practical Exercises and TEAPI – National Kapodistrian University.
• Viglas, L., Magos, K., & Alexopoulos, X. (2020). ROUTES Walking together: Intercultural routes in the city of Volos. Volos: Graphic Arts “Palmos”.
• Biewend, E. (2021). Loving without illusions: The life and work of Janos Korczak (Editor: G. Tsiakalos). Thessaloniki: Epikentro Publications.
• Broadhead, P., Johnston, J., Tobbel, C. & Woolley, P. (2011). Personal, social and emotional development. London: Continuum International Publishing Group.
• Cook-Gumperz, J. (2008). Literacy and education: An immutable equation. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (Editor: Triantafyllia Kostouli). Thessaloniki: Epikentro Publications.
• Dragona, Th. (2020). School and community. In A. Androusou & B. Tsafos (Eds.), Educational sciences: A dynamic interdisciplinary field (pp. 439-456). Athens: Gutenberg Publications.
• Ross, K., Li, P., & Call-Cummings, M. (2022). Solidarity as methodological praxis. Qualitative Research. Advance online publication https://doi.org/10.1177/14687941221098919
• Tsafos, B. (2014). Analytical program: Theoretical approaches and educational designs. Athens: Metaichmio.
• Tsafos, B. (2021). Narratives and biographies: Teachers’ voices through their life stories – The syllabus as autobiographical text. Athens: Gutenberg Publications.
• Haravitsidis, P. (2020). Education and social justice: The contribution of critical pedagogy. In A. Androusou & B. Tsafos (Eds.), Educational sciences: A dynamic interdisciplinary field (pp. 334-348). Athens: Gutenberg Publications.