School: Social Sciences
Academic Unit: Social Anthropology and History
Level of studies: Undergraduate
Course code: W/S-074 Semester: 8th
Course Title: Alterity and Education
Independent teaching activities Weekly teaching hours Credits
Lectures 3 6
Course type: special background, specialized general knowledge
Prerequisite courses: None
Language of instruction and examinations: Greek
Is the course offered to erasmus students: Νο
Course website (Url):


    Learning outcomes: 

    Students are expected to develop a critical, anthropological perspective on issues of education for migrant and minority groups in relation to ethnicity and nationality. The course’s aim is to make them familiar with anthropological theory and methods concerning education and shooling and study education from the point of view of migrants and minorities themselves. More specifically, students are aimed to:

    Recognize different versions of nationalism and their relationship with education and school.

    Recognize different education policies for the management of ethnocultural and religious in school in relation with democracy and human rights.
    Collect primary data concerning migrant, refugee and minority groups and their relationship to education and schooling.
    Interpret experiences of schoolng from the point of view of the migrants and minorities themselves in modern nation-states.
    Recognize the repercussions of education in reproduction and redefinition of individual and collective identities.

    General Competences: 

    – Search for, analysis and synthesis of data and information with the use of the necessary technology
    – Team work
    – Working independently
    – Respect for difference and multiculturalism
    -Showing professional responsibility and respect of ethical rules on educational research and on migrants and minorities.
    -Production of creative and inductive thinking

    (3) SYLLABUS

    The seminar uses the anthropological perspective and methodology to examine culturally defined experiences of education as well as the school as a field of constitution and management of the ethno-cultural and religious differences.

    The following topics will be explored: the role of the school in the reception and integration of migrants, policies and and practices on minority education, intercultural encounters and inter-ethnic communication at school, forms of negotiation of individual and collective identity in relation to educational processes, uses of education from ethnocultural and religious “others”, the role of education in the social life of refugee groups and asylum seekers and its impact on practices such as parenting.

    The seminar will be based on fieldwork, educational trips and on individual and group work.


    Delivery: Face-to face
    Use of information and communications technology : Use of educational materials available online through the eclass platform
    Teaching methods:  Activity Semester workload
    Seminars 40
    Fieldwork 40
    Study of relative bibliography 40
    Educational visits 30
    Individual and collective essay 80
    Course total: 230
    Student performance evaluation: Language of evaluation: Greek
    Presentations in class
    Project planning


    – Ανδρούσου, Αλεξάνδρα και Νέλλη Ασκούνη (επιμ.). 2011. Πολιτισμική ετερότητα και ανθρώπινα δικαιώματα, Μεταίχμιο
    • Ασκούνη Νέλλη, 2011. «Μειονοτικό ή ελληνόγλωσσο σχολείο; Εκπαιδευτικές επιλογές, πολιτικά διλήμματα και κοινωνικές αλλαγές». Στο Α. Ανδρούσου, (επιμ.), Ετερότητα και Ανθρώπινα Δικαιώματα: προκλήσεις για την εκπαίδευση, Μεταίχμιο.
    • Αθανασοπούλου, Αγγελική. 2008. «‘Για μια καλύτερη ζωή’: Ανάμεσα σε οικογενειακές υποχρεώσεις και προσωπικές επιθυμίες. Η περίπτωση της δεύτερης γενιάς Αλβανών μεταναστών στην Αθήνα», 181-309. Στο Λ. Στυλιανούδη (επιμ.), Ελληνική κοινωνία (τόμος 8-9). Αθήνα: Επετηρίς του Κέντρου Ερεύνης της Ελληνικής Κοινωνίας της Ακαδημίας Αθηνών.
    • Dimova, Rozita 2006, «Modern masculinities: ethnicity, education and gender in Macedonia», Nationalities Papers: The Journal of Nationalism and Ethnicity, 34(3), σελ. 305-320.
    • Gogonas Nikos, 2012. «Religion as a core value in language maintenance: Arabic speakers in Greece», International Migration 50(2): 113-129.
    • Kostovicova, Denisa και Albert Pestreshi. 2010. «Education, gender and religion: identity transformations among Kosovo Albanians in London», Journal of Ethnic and Migration Studies, 29(6):1079-1096.
    • Μαυρομμάτης, Γιώργος. 2005. Τα παιδιά της Καλκάντζας, Αθήνα: Μεταίχμιο.
    • Ντεμπρέ, Ρεζίς. Η διδασκαλία της θρησκείας στο ουδετερόθρησκο σχολείο, Αθήνα: Εστία,.
    • Παπανδρέου Περικλής. 2013. Παιδιά της μετανάστευσης στην Αθήνα. Η πολιτική του ανήκειν και οι σκοτεινές πλευρές της προσαρμογής, Αθήνα, Νήσος
    • Πλεξουσάκη, Έφη. 2006. «Στην Ελλάδα ή στην Τουρκία; Εκπαίδευση και διλήμματα ταυτότητας της “μουσουλμανικής μειονότητας” στη Θράκη». Στο Ε. Παπαταξιάρχης (επιμ.), Περιπέτειες της ετερότητας: Η παραγωγή της πολιτισμικής διαφοράς στην Ελλάδα, Αθήνα, Αλεξάνδρεια, σελ.181-208.
    • Timmerman, 2000. «Secular and religious nationalism among Turkish young women in Belgium: education may make the difference», Anthropology and Education Quarterly, 31(3): 333-354.
    • Tzanelli Rodanthi, 2006. «”Not my flag!”Citizenship and nationhood in the margins of Europe (Greece, October 2000/2003)», Ethnic and Racial Studies, 29/1: 27-49.

    – Related academic journals:
    Anthropology and Education Quarterly
    Ethnography and Education
    Σύγχρονα Θέματα