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I like Tasmania because I live there

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We have a student from other country who coulden't speak Greek, but everyone loves her

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I haven't experience of xenophobia.

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I find the discussion a good method to address these topics. Using some images or News videos could also be good to introduce these topics.

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It's very important and difficult to address the topic of prejudice and racism because some students have a way of thinking negative about immigrants. Using some images or news videos could be good to address these issues.

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2.5 Activities - Arriving in a New Country

Thanks to this course I now have several ideas I can offer to my students.

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Xenophobia, anti-migrant violence and prejudice especially against Roma people are on the increase in Greece, according to a new report.

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Xenophobia, anti-migrant violence and prejudice against Roma people are on the increase in Greece, according to a new report.

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We should start the discussions with the architecture of one`s identity... so very suggesting.

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I think it is extremely important to address the topic of prejudice and racism. Thank you Eleni from Switzerland for sharing the material. It is a difficult issue to address, because students come to school with very different backgrounds and opinions. Some have been brain-washed at home to think immigrants are a bad thing. Teachers have a lot of work to do in the schools

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ARRIVING IN A NEW COUNTRY - IMPACT ON MENTAL HEALTH
In my opinion it is importanta to address these topics with my students though pre-reading activities about the sources of prejudices. Often, the word " Prejudice" is misused but in reality is the seed of a systemic process that, unfortunately, has and will continue to lead violence and hatred throughout the world. I would explain them, simply, that prejudice is an unfounded pre-judgment of an individual or group without considering the genuine individuality of a person.
Reading the diagram: stereotyping-prejudice-discrimination-racism-xenophobia-scapegoating-genocide ,we understand where prejudices begin and to where they lead.
" It is never too late to give up our prejudices"
H.D. Thoreau
During the last Cultural Exchange with Holland we discussed about the Migration and the Newly Arrived Migrants and Refugees and one collegue of mine, teacher Scanu showed us this PPT to underline the deep impact of Migration on their mental health.

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I think xenophobia is not an issue for the preschoolers but the fear of the different some times occur. There are many activities that may familiarize the children with the different appereance, culture.

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Unfortunately, fear is just because even if one of them is guilty of crimes in our area you think that all immigrants are bad people,

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Fortunately, I have never experienced Xenophobia as a new comer in Switzerland. The area where I live in is multinational and everybody is kind and has a good word to say about Greece. I believe that students here are taught to live in a multicultural society and are used to meet people from all the parts of the world.
Here is a great resource to use in order to teach and promote empathy, respect and understanding:
https://www.amnesty.org.uk/resources/activity-pack-seeking-safety#.VikDBvlVhHw

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As we live in a multicultural society, I think that Xenophobia doesn’t exist in a high percentage. But, there are many people who react with fear towards people from foreign countries. There should be established associations who provide support . Moreover, the role of school is very crucial.

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Although there are no xenophobic behaviors in my school, there are several activities that can be carried out, promoting an acceptance of the other and conducive to a better relationship and integration in the community. Festivals, with a dynamic of cultural involvement, can lead to a better knowledge of the various cultural realities and the promotion of cultural bridges. I have already collaborated in some dinners and concerts that involve several people from diverse cultural realities. In my country there are also some support events such as concerts in important social spaces.

http://www.casadamusica.com/agenda/2017/01/14-janeiro-2017-grande-concerto-de-apoio-a-estudantes-sirios/#tab=0

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I think that the discussion is a valid method to address these topics. Using some images or News videos could also be good to introduce these topics.

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Do you have any other ideas how to address thee topic of arriving in a new country with your students?

Some colleagues have suggested some interesting ideas that make students reflect about misunderstanding and communication problems. Also reflecting about social habits, how it is difficult to understand these differences (for example how long it lasts having a coffee, how friendly in some occasions one could be and so on).
In some classes students are a bit xenophobic, usually because their parents or society influence them in that way. So I think that, though it is difficult, involving parents is fundamental.
Anyway students are quite friendly and kind with their classmates, if some of them are immigrants they are considered part of the class and they are well integrated. This highlight more the fact that xenophobia comes from ignorance.
So working on empathy and inform about migrants condition is the key.

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Very interesting the materials

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I am the daughter of a former refugee from Greece. Now I am an elderly teacher who teaches how not to be xenophobic but I experienceed that many times in my life. As a young person I completely didn't know how to react to the words accusing you of eating the bread which is only for Poles, or treating all you said without any concern or respect. Feeling humiliated distorts the vision of the properly functioning word and intimudates the process of relation building. When you are not strong enough, or you do not find appropriate people who might help, you will always encounter problems with simplest issues in life.
I managed, but not all did. That is why, I usually tell the story about myself to my students so they could understand how now newly arrived teenagers may feel.

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I've experienced Xenophobia but above all among adults and for reasons related to social problem and criminal organizations. My western African students had been sheltered in a building confiscated to Mafia. As result the neighbouring people decided to avoid them and consequently also their sons and daughters. At school we had to work hard to create acceptance but all our efforts were frustrated by their parents. At Christmas a bomb blowed up in front of the main entrance of that building! I was shocked! After all the sufferings my dear students had to face, a new tragedy!

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"Alle mie spalle non c'è più nessuno e non c'è niente. Ci sono solo io, qui e adesso". Abdul ha 17 anni, viene dal Gana ed è trascorso un anno da quando, da solo, è arrivato in Italia. Nel suo paese non ha lasciato la famiglia. Il padre è morto quando ancora era piccolo, la madre è rimasta uccisa durante un'incursione e lui è vissuto solo nel villaggio sino a quando non ha deciso di andare in Libia per trovare un lavoro. Quando la guerra è arrivata anche a Tripoli Abdul è scappato e con un barcone ha raggiunto l'Italia. Non sapeva dove stava andando, solo da cosa stava fuggendo.

Di storie come la sua la Comunità Luna Rossa ne ha ascoltate tante, da quando nel 2011 è nata con lo scopo di accogliere i minorenni che arrivano sulle nostre coste non accompagnati. "Era il periodo della Primavera araba, il fenomeno della migrazione si stava consolidando", ha raccontato all'Huffington Post il coordinatore Nicola Emanuele, "Il nostro obiettivo era quello di conoscerlo, per favorire l'integrazione degli stranieri, garantire una relazione serena ed evitare così le tensioni".

Abdul è solo uno dei 13 ragazzi ospitati adesso dalla Comunità, nata a Lamezia Terme, in Calabria, su richiesta del Ministero dell'Interno e entrata nel 2014 nel progetto S.p.r.a.r. (Sistema di Protezione per Richiedenti Asilo e Rifugiati politici)). Il suo vissuto si mescola a quello degli altri ragazzi, tra chi ha raggiunto l'Italia viaggiando assieme ai cadaveri dei propri amici, tra chi dagli scafisti è stato diviso dai genitori, finiti poi su barconi affondati. Tra chi, parlando della suo passato in Africa, si limita a dire che "viveva così così", per vergogna o timore di rivelare di essere stato un guerrigliere, un ragazzo soldato.

L'obiettivo della Comunità è anche quello di restituirli alla loro adolescenza, a un'idea di famiglia e di normalità di vita. "Nelle situazioni di emergenza l'accoglienza diventa "arrangiata", noi volevamo evitare questo", ha detto Emanuele, "Per ciò accogliamo piccoli gruppi, in modo da garantire una maggiore attenzione ai minori, che sono in una fase della vita più fragile"

I ragazzi vengono seguiti in un percorso d'integrazione che parte da un controllo sanitario, prosegue per la scuola di alfabetizzazione per l'apprendimento dell'italiano e si completa con un progetto educativo volto a indirizzarli su una strada da percorrere una volta diventati maggiorenni.

"Dopo i 18 anni", ha proseguito il coordinatore, "per sei mesi i ragazzi hanno la possibilità di stare in un appartamento per maggiorenni. Quel periodo di tempo ci serve per abituarli al distacco dalla comunità e aiutarli a programmare la partenza o a costruire il loro futuro qui".

Dei circa 60 ragazzi ospitati nei quattro anni di attività da Luna Rossa a rimanere in Italia sono stati in realtà pochi. La meta è il Nord, dal quale sono costretti a ritornare ogni due anni per rinnovare il permesso di soggiorno. Chi resta qui alle volte ha avuto la fortuna di essere assunto dalle aziende del territorio presso le quali i ragazzi svolgono tirocini formativi.

"Diamo loro due euro al giorno, che spendono sempre qui", spiega Emanuele, "Per questo è sterile la polemica di Salvini in proposito, sono soldi che ritornano sul territorio. Bisognerebbe superare la paura dello straniero, 'dell'uomo nero'. Pensarli come un'emergenza ci impedisce di vedere le persone, di vedere i volti, di incontrare le storie".

Eppure proprio Luna Rossa è stata recentemente al centro di una vicenda emblematica, che ha dimostrato come una bufala possa diventare pretesto per scaricare odio razzista anche su dei ragazzi. Un anziano ha accusato alcuni ospiti della Comunità di averlo violentato e derubato. Dopo gli accertamenti della polizia è stato chiaro che quanto dichiarato dall'uomo era falso, ma nonostante la smentita della notizia da parte del giornale locale fosse avvenuta in mattinata, nel pomeriggio sotto il palazzo che ospita "Luna Rossa" un gruppo di persone si è riunito per protestare, aggredendo verbalmente ospiti e operatori, che hanno riconosciuto tra la folla anche ultras, appartenenti a Casa Pound e a "Noi con Salvini".

"È chiaro che a prescindere di quale fosse la verità c'era la volontà di attaccare un simbolo", ha dichiarato Emanuele, "Ci siamo anche chiesti quale simbolo si volesse attaccare. Questo luogo non è soltanto un centro di accoglienza, ma anche un palazzo confiscato alla mafia".

Il numero 97 di via dei Bizantini a Lamezia Terme apparteneva infatti alla cosca Torcasio. Quattro anni fa Don Giacomo Panizza, presidente di "Progetto Sud" (di cui fa parte anche Luna Rossa) ha preso in gestione quel palazzo che per timore nessuno voleva e ne ha fatto un luogo di accoglienza per le fasce disagiate, consolidando la sua fama di "prete antimafia", dopo esser stato testimone di giustizia contro un clan nel 2002, anno dal quale vive sotto programma di protezione.

Da quando è diventato sede di Progetto Sud il palazzo ha subito diversi attentati: una bomba la notte di Natale del 2011, un colpo sparato dentro una finestra lasciata aperta e una raffica di colpi sparati sulla serranda (i cui segni sono ancora visibili) a Pasqua dell'anno successivo.

"La forza della mafia è la cattiveria", ha detto Don Giacomo all'Huffington Post, "Per questo ogni tanto devono recitare di essere la mafia, inviando una pallottola, facendo scoppiare una bomba. Non possono tollerare che qualcuno si senta libero di fronte a loro e se non lo accetti devono far vedere che non se ne sono dimenticati".

Il giorno della protesta oltre a manifestazioni di tipo razzista - come il cartello "Il vostro posto è nella savana", una banana sbucciata, gettata a terra e calpestata, e offese rivolte a operatori e operatrici, alle quali è stato chiesto più volte se "vi piace farvi violentare da loro?" - altre parole, raccontano a Progetto Sud, avevano il sapore di intimidazione mafiosa. Qualcuno minacciava: "Sta notte vi facciamo saltare in aria".

"Durante una riunione fatta in seguito i ragazzi chiedevano 'Ma è con queste persone che ci dobbiamo integrare?'", ricorda Panizza "Quello che ho spiegato loro è che la città non è razzista, noi nel quartiere non abbiamo mai avuto problemi. Per strada c'era solo un piccolo gruppo di gente".

All'apice della protesta gli operatori hanno contato 78 persone sotto il palazzo, compresi gli agenti della polizia arrivati per sedarla. Tra loro c'erano anche due consiglieri comunali, appartenenti a movimenti politici di area salviniana. "La mia meraviglia non è stato il populino, ma due eletti della Repubblica Italiana. Abbiamo firmato delle convenzioni che dichiarano l'Italia un paese contro la discriminazione. Se assumi un impegno davanti allo Stato non puoi dimenticarlo".

Ora che è passato un po' di tempo dal giorno della protesta nella sede di Luna Rossa i ragazzi continuano a vivere le loro giornate e gli operatori esorcizzano il timore di altri attacchi scherzandoci su. Né loro né Don Giacomo hanno intenzione di lasciarsi condizionare da quanto accaduto o, com'è sempre stato, da possibili intimidazioni da parte della mafia.

"Loro sono pochi e hanno bisogno di conigli, che facciano diventare la paura vigliaccheria", dice Don Giacomo, "Anch'io ho paura, ma ho più paura di essere vigliacco. E ne vale la pena perché non abito sulla luna. La vita è questa".

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"Luna Rossa", il centro d'accoglienza nato in una casa sequestrata alla mafia che dà una possibilità ai giovani profughi (FOTO)

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"Alle mie spalle non c'è più nessuno e non c'è niente. Ci sono solo io, qui e adesso". Abdul ha 17 anni, viene dal Gana ed è trascorso un anno da quando, da solo, è arrivato in Italia. Nel suo paese n...

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According to my experience in my school and with my students, I can say that issues like xenophobia wont be an obstacle. In our school there are students from Romania, China, Ukaraine, Croacia, Brazil, Angola and other African countries and we have never had Xenophobic problems among our students.
As a teacher I think that we should approach the issue with a perspective of multiculturalism,  promoting the integration of all and respect for cultural diversity. One activity to promote this integration could be organizing cultural meetings, introducing students to the diverse cultures through music, roleplays,  gastronomy, arts.

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I found very interesting metaphor construction of the lintel system to explain what are the pillars on which rests the concept of cultural identity. But perhaps it’s not enough. The action will be more integrated longer be effective. The contribution of mediators, psychologists, sociologists, historians is desirable and necessary. In the second measure, the proposition of working in a team for a common goal can be useful to facilitate a first communication between students of different origin. The sport, the realization of a project, a social service experience are just some of the activities that are useful to trigger the cohesion and empathy. Sharing is important both theoretically (values, principles, rules) and operational (projects, accomplishments, goals).

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I think that, in addition to propose specific activities on the topic, it's very important to valorize diversity in every aspect of school life, even because competition (coming from families and general society) is a very strong ennemy to face... A useful game to show the difficulties of communication is to divide the class in groups and ask them to design their own gestural language. Then, you put two or three of them in another group and give them some minutes to try to communicate a message. Of course, a greeting gesture in one code could be an offensive one in another... And, of course, we should teach our students that the main way they can help others (immigrants, disabled, victims of bullies...) is to not let them alone.

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I agree discussion is the way to overcome the issues that divide humans. Difference in culture is a major cause for division issues, if people see it as right and wrong issues.
In humanity though, the only thing wrong is to be and act inhuman.
Discussion should help people understand that the cultures have never been one against the other. They all have common ground and so many things to be proud of. If only we could learn from the wisdom of generations that passed. A way would be to interview elderly in our families and direct environment about their past. Focus on issues of war, poverty and generally issues that caused our own to leave in bulks can help understand the reasons people flee their homes and the problems they have to face in the newly entered countries.

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We might use the students' experience of their own worls as well. For example: What kind of challenges would they have to deal with in a new school/class?
Then we can discuss with our students about the challenges a migrant has to deal with in a foreing country. Then we can use the pillars of identity.

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I STRONGLY AGREE WITH ERIKA, WE ALL SHOULD DISCUSS WITH OUR STUDENTS ABOUT THE ISSUES ALL THE REFUGEES HAVE AND IT IS STRONGLY RECOMMENDED TO AVIOD THE DIFFUSION OF XENOPHOBIA. WE ALL SHOULD BE OPENMINDED.

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I've never had experience of xenophobia in my classes, but I think that discussion is the only way to avoid the diffusion of xenophobia.

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I want to discus the basis of xenophobia. Sometimes ı feel and see some historical prejudices about newly arrived migrants. Some times ı am understanding from the pupils and people the "newly arrived" refugees are humiliating. We must fight xenophobia and prejudices. We should find out respect all people. We don't forget the "newly arrived migrants" are human like us.

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An additional idea would be to follow the 'Pillars of Identity' with an activity in which students will be asked to provide a list of things they should bear in mind re. what refugees should receive in the country they arrive (e.g. shelter, clothes, food, help with state services, etc.). Then they can be encouraged to do some volunterr work with parents and teachers like preparing food and delivering it to a refugee shelter. Re. xenophobia, I believe it has always been an issue at school as new parents are normally overconcerned with the well-being of their children.

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I am considering, as Erika suggested,  the idea of handling the pillars of identity with my classes: body and mind, relationships, work/free time, material securities, values. I found an interesting (however old) article about multicultural identity and some bits seem particularly useful to foster debate.
http://www.mediate.com/articles/adler3.cfm

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I think asking the students what they would take with them, if they had to leave their homeland by foot to walk for 2000 kilometers and could only take a backpack that they could carry themselves, is a fantastic idea. The migration game sound like a good way to get the students and teacher to think about where the refugees come from, what they have gone through to get here and why they are migrating.

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I find the discussion a good method to address these topics. Using some images or News videos could also be good to introduce these topics.

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I liked both the idea of ​​brainstorming because I think it is a very useful teaching method to release the thoughts of the students then discuss which of the boys to reflect on the identity of the individual and then the people who leave their land. Really interesting. I will treasure for the final work

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I sometimes have noticed a big incommunication between italian and migrant students. I think I will use the pilars tecnique to create posters about identity

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I think that I will introduce
those pilars in my next lesson, although I don't know how exactly at the present
I teach Spanish and also Ethics to a first year of a secondary school. This group is composed by many foregneir Students and I noticed that there conflicts between Italian and migrants. These last ones are view just a
awful, filthy people. on the other hand, migrants try to stay all together, they seem not to Want to have absolutely a relationship with
classmates

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I've never had experience of xenophobia in my classes, but I fell that discussion is the only way to avoid the diffusion of xenophobia.

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Xenophobia, intolerance, race discrimination, social exclusion and so on, these are the major dangers that can be occurred in migrants' life in a new Country. All this is caused by Ethnocentrism. It is a tendency to interpret or evaluate other cultures in term of one's own, putting oneself at the centre first and then reinforce this feeling with prejudices. I will try to let my students know the right meaning of all these words and then let them find possible solutions with a brainstorming activity.

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I agree with my collegues especially because I have never tried any experience of xenophobia in my classes. Anyway, debate and sharing information are extremely important.

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In my classes I have never experienced cases of xenphobia. However, I have discussed with my students the issue of identity and the feelings of newly arrived immigrants in Italy. In particular, I make my students reflect about their status, I mean, how lucky they are in comparison with immigrant children.

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I would make a game where one student would have to ask something to another using "no lingua", that is, no one could speak Portuguese, although he could make sounds, so that they understood the difficulty of someone to communicate when entering a foreign country.

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I've often had pupils with different backgrounds but at Primary schools I think it isn't really an issue because prejudices aren't very strong yet. Even more if they grew up togheter they will not feel racism or xenophobia.

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2.5 Arriving in a new country

I've never experienced any cases of xenophobia in my classes. Our students may be ignorant about some latest issues dealing with the real causes of migration, but all of them are open minded and really care about their classmates when these children show some difficulties .

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I never had in my classes episodes of xenophobia, but I know of teachers who have had to deal with it. I think the best way to overcome hatred and fear is the dialogue with those who perceive it differently from us.

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Xenophobia is an evergreen issue nowadays in my country. Most adults-parents are very aggressive to refugee families-children because they do not want them into our schools.
On the other hand students are a little bit confused because on the one side are being affected by their parents and on the other side are being affected by their teachers. It is quite difficult for teachers to deal with it. They need support either from government or organisations.
Here is a useful link with school activities on how to deal with prejudice:
https://humaneeducation.org/blog/2014/6-activities-exploring-prejudice-discrimination/

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I could say, according to the short experience that I have, that issues like xenophobia wont be an obstacle for my pupils or my school. We have faced similar circumstances in the past when we had to welcome young children coming along from

The Wars of the Former Yugoslavia during the 1990's

or families who abandoned Georgia and Armenia after the war in Abkhazia.

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Thank you Erika for your research work and proposed activities. I strongly believe that as long as we see migrants as human individuals we will keep xenophobia away. Symphaty is stronger than hatred.

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I've never experience xenophobia in my classes. I think that debates are a means to promote awareness in our students.

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Personally I have no experience of xenophobia at school as I work with children in a primary school. I mainly work on the concept of integration to teach that it can only enrich us as citizens and people in general.

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I've no experience of xenophobia .In fact,
I've already told that in my area people is very friendly with foreigners  in  general, and also my students are  always ready to help any newly
arrived .In one of my six classrooms  there is a Romanian girl .She is very close to the other Italian students.In another classroom there is a girl from Philippines. She is well-adjusted in her classroom ,too.Her classmates love her and they  are always
ready to help her.

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If I do not wish to address the notion of migration directly, I have my students strand on a lonely island somewhere in the Pacific Ocean. They can find all resources they need to satisfy their needs but there is one problem – they are not alone, and they do not necessarily like their cohabitants of this island. In groups of randomly chosen students I have them discuss the rules of living together (e.g.In what ways do we want to be treated and how do we want to treat others?). In one of my English classes I talked about the US as a nation of immigration. I wanted to stage an informal discussion and had prepared the following tasks: Discuss the problems immigrants might have when they first arrive in Germany. Explain why you think immigrants in Germany have or don’t have a good chance of success. However, it went all wrong. I underestimated the impact of the impending “refugee crisis” (as it is called by many Germany media outlets) and I was sweating with anxiety in terms of how to stop the scurrilous bar-room cliché discussion on refugees that erupted all of a sudden by countering with facts and convincing arguments. It was only then that I realised how tricky controversial topics can prove to be.

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I think that to face xenophobia in class we, as educators, have to be very well informed on topics we have to clarify to our students, so that we can engage an effective and objective lesson or debate, depends on the pupils age. I would find support on a school psychologist as well as on other experts, for example, as Nora does in German schools. We have to be prepared and act, so that also students can be informed, before they talk on the basis of prejudices. Because often they simply repeat other people’s word without reflecting by themselves. They sometimes act like that because are not well trained to be informed before create a personal opinion.

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Fortunately I have never experienced xenophobia among my students.

In my 5 classroom of primary school, in september, is arrived a gypsy child.

In the beginning of the year he was sad because his classmates called him "ZINGARO".  I have spoken with children about identity, nationality, traditions and now my students speak about him as a child who is from Romania and  play with him.

It's not easy accept the diversity, even for children who live in a big city but, if teachers speak with them, they can be very understanding and welcoming.

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Though primary schoolchildren can be quite adaprive and less xenophobic than older ones (depending on the amount of xenophobia of their parents, of course!), it is wise to reiterate the ideals of respect and love for the newcomers but also for humanity. Generally, Greece has not been xenophobic as Greeks themselves have migrated in the past (and young Greeks still do at present, especially for BA studies and later, as the economic crisis is going on)

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Our citizens sometimes hate the refugee and think that they shoul have fought for their country instead of fleeing from it.However, their situation is not clearly understood think.It cannot be an easy thing to live under the pressure/fear of death.

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Xenophobia, intolerance, race discrimination, social exclusion and so on, these are the major dangers that can be occurred in migrants' life in a new Country. All this is caused by Ethnocentrism. It is a tendency to interpret or evaluate other cultures in term of one's own, putting oneself at the centre first and then reinforce this feeling with prejudices. I will try to let my students know the right meaning of all these words and then let them find possible solutions with a brainstorming activity.

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Racism, xenophobia are terrible vocabulary!! we are all human!!

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Here is a movie with regard to migration, xenophobia etc in the Greek context.

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politiki kouzina (2003)greek movie full movie

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πολίτικη κουζίνα

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Πολίτικη Κουζίνα (2003) (A touch of spice) Greek Movie Full Movie

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Πολίτικη Κουζίνα Κοινωνική 2003 | Έγχρ. | Διάρκεια: 108' Ελληνική ταινία, σκηνοθεσία Τάσος Μπουλμέτης με τους: Γιώργο Χωραφά, Ιεροκλή Μιχαηλίδη, Στέλιο Μάινα, Ρένια Λουιζίδου, Ταμέρ Καραντάλ, Τάσο Μπαντή Ο Φάνης, Πολίτης στην καταγωγή και αστροφυσικός στο επάγγελμα, ξαναγυρίζει στην Πόλη ύστερα από τριάντα χρόνια για να δει τον άρρωστο παππού του.

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Intolerance, racism and xenophobia have variously intertwined in the history of the last centuries, having as a common root the prejudice of some "superiority" of their belonging group than the other ("superiority" of their religion, their political system, race, ethnicity, or simply a way of life).

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Maybe it would be interesting to involve parents in those activity regarding xenophobia. We know that some ideas are inoculate in the familiy and it would be good to try changing mentality to a larger group.

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I think that xenophobia is present in our society.Most of the times kinds reflect the some thoughts and behavior that their parents influence to them .So parents have to be more present and efficient in their collaboration

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The video and the ideas are very interesting. I think that the best way to understand this realty

is to try to put ourselves in the other's shoes. So I did with my students the following activity: "and if it were me" - in this activity the students should try to think like a refugee, leave behind all that they had, choosing only the essentials and arriving at a country without knowing the Language spoken, nor anyone else and start over.

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Video and materials are very interesting. Speak or programm activities about xenofobia is no simple in my opinion but necessary. In my classroom discuss with students about rispect, tollerance with reading, wacthing videos or organize party at school to share empathy

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Loved the pilars of identity part of the video. I think through this alone one can create nice activities.
Xenophobia has been an issue in the last years in Greece as fluxes of refugies storm in the country incessantly.Young pupils are more adaptive when it comes to discussing with the teacher. Still they feel betraying their parents though when different messaged are passed through by their families or relatives. The teacher needs to feel confortable to talk about democratic values and the meaning if individual identity at all times even if sometimes this is difficult to achieve

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We teachers must teach the beauty of diversity. That's a treasure.

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Erika always provides us with great hints and suggestions on how to deal with the topic of newly migrants moving outta their boundaries. I will use these pieces of advice in the classroom with my students. Fortunately I have never experienced xenophobia among my students, the are very friendly and open-minded, they are very sensitive to the issue regarding omigrants and refugees and show great respect to these people when they happen to meet them personally.

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Βασιλική Κρικώνη, Greece

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Βασιλική Κρικώνη, Greece

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The children in small ages, like my students, are very adaptive. More easy they can accept someone who is different from them. Diversity has many aspects.Its not easy though to understand the difficulties that migrants and refugees can face. Erika, for another time gave us great ideas.

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I try to teach to my students to be fascinated and not scared by diversity. I think that if a newly arrived student describe s his daily routine in his country and compares it with his new friends at school this will help both of them in knowing and respecting each other better and more.

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Interesting ideas.

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Very interesting the materials.

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Thanks Erika. Interesting materials.

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Sometimes the best way

To understand

it is to try to put ourselves in the other's shoes. So I did with my students the following activity: "and if it were me" - in this activity the students should try to think like a refugee, leave behind all that they had, choosing only the essentials and arriving at a country without knowing the Language spoken, nor anyone else and start over.

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very interesting the pillars of identity. I think I will have a look at the links suggested by Erika in order to discuss the topic in class

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Xenophobia only arises when there is no education for citizenship. And children will end up having the same opinion as parents. "
The children have to be explained to them what is happening. It is important for them to understand that this is a real drama, that it is not an invasion, that these refugees do not come to steal the jobs to which they live, and that it is necessary humanism to deal with the situation. "