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FuckFuckFuckFuckFuckFuckFuckFuckFuckFuckFuckFuck

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marameo

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I think it's important to raise the awareness of the challenges of newly arrived migrants in their new countries.

To do that in class, I would suggest producing a timeline that would consist of the events happening from the time of fleeing one's home country to the time of settling in a new country. That would include the stages related to resolving legal issues. The latter would provide for familiarizing with the names of major and/or smaller local authorities involved in decision-making.

A case-study could make a reasonable follow-up activity. The learners would review and analyse a number of migrants' situations (i.e. the stories where the journeys are not completed yet) in order to decide what they would advise each person to do as the next step of their migration process, and what authorities could be approached to get assistance. This activity would provide for raising awareness of how local communities can support newly arrived migrants.

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luckily I have no
problems with xenophobia with my students

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Sometimes unfortunately some students appear racist so there is much work to do

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The majority of the refugees in Ioannina came from Syria and Afganistan. There is a camp in Ioannina, but there is not still a school there. On the contrary, there is a Centre of Social Care in Konitsa (region of Epirus). There, there is a primary and a secondary school, where 70 pupils, mainly from Syria, attend classes in the afternoon. The pupils are taught greek and english language, cpmputers and physical education. The pupils are very eager to learn greek and they learn easily the greek language, so they can facilitate their parents and relatives with the communication. For example, when there is a need for the adults to visit a doctor or to buy things, the pupils play the role of the translator.

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we do not have much experience with migrants

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My schools (two junior high school, this year) are in Catania (Sicily) where there are a very long tradition about migrants' and refugee' reception. Rare are the cases of xenophobia, there is very tolerance but not real integration.

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I teach in a primary school and here there are rarely  attitudes of xenophobia because children are small and still free from prejiudiced.
They accept with great ease any child

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Last year I taught at a primary school located in a rural area and we had as well newly arrived kids. The youngest ones (first and second grade) were the most friendly and supportive at all. So the youngest are the kids, the best the integration is done.

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Where I teach, in Primary school, there are always new kids that arrive. In the first classrooms children acept the new kids easier than students of major classrooms

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I am a kindergarten teacher. I totally agree with Ionela Lazea. Children of this age are accepting others easily

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Genova, Italy
The topic is very hard. I think that Erika proposals are really interesting and useful.
I haven't had problem with xenophobia among my students.
In my classroom there are some students from different countries but no refugees. My colleague and I work with lots of supports (Psycologist, cultural mediator, learning counseling…) in order to create a good learning environment in the class. I suggest work in pairs and in groups and they don't mind a lot about the friend they work with.
If I have xenophobia problems I need to do new activities.I'm going to watch Erika's proposal in order to familiarize with the theme and the way to work .

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We have disscusions with our students about Xenophobia during council courses because there are gipsy people in our area and they have to learn how to live in good relationships with them.

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Hospitality is characteristic of Greek culture.

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I think teenager students will be particularly sensitive to this topic. They need being part of a group, having 'best friends', feeling at ease  with their peers more than anything else, as their all word is changing - starting from their body.  I'm wondering if  a first step, a possible step  might be to get them think of a "new country " also in 'metaphorical' terms: the 'country' they are stepping in: no address, where can they get info, new languages (girls move differently, look differently, speak differently?).
You know, I think that with teenagers it's quite difficult to suggest 'general issues' if you don't start from their own growing being Someone.

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We deal every day with people coming from different countries. Students are used to manage with different cultures more than adults

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My students are used to dealing with students from different countries because we have a lot of foreign students. They usually respect each other but prejudices are a reality. In case of need in particular situations I ask the school psychologist for support .

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My school is a friendly school and is linked to UNICEF projects so it's easier to have special events created for students which help them think about human rights and the opportunity for everyone to live in a world where all of us has to take care of everyone, without exluding anyone.

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The first step is a good intercultural communication based on the consciousness that diversity is a richness, not a danger. The second step is the discussion on racism  and xenophobia. There are also different films on this topic.
https://www.youtube.com/watch?v=HUt_d6BnKig

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I think that xenophobia is not a problem in the greatest part of our schools. But if students won't be well informed, if they don't understand the real situation, of if they don't understand why they are leaving their countries it could be a real problem. Students must understand in asimple way, the problems that refugees have to face in a foreign country. Teachers must research and will find good examples to explain and show the problem.

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We have some migrants in my school and we always talk about human rights and the diverstity.We show videos , we talk,make posterrs and similar activities in our class.

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explain xenofobia, racism , diversity

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To elaborate issues of xenofobia, racism, diversity, multiculturality, identity I use the Pholosophy for Children/Community, a method of M.Lipman thad develop the filosofical dialogue into the group and in the community.

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In my school I have migrants from other countries. I often discuss with them about human rights. I also think that xenophobia does not belong to the world of children but it is the prejudice of adults.

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I would talk about human rights. Tolerance and anti-discrimination are social skills that everybody has so we have to develop that to our students,too.They can work about that during meetings, discussions,drawings,dances ,expositions,outdoor activities, workshops

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There are no refugees in my classrooms but there are many foreign students coming from Africa or coming from Eastern Europe. They are well accepted by their Italian schoolmates however on the other side Italian students are full of prejudice against foreign people. This is a great contraddiction: I think that they are hardly infuenced by the media expecially by socials which are full of racistic comments. �h�p�.

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We currently do not have this issue in our schools. We do not have migrants within our classes as of yet.

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It is very good to discuss about humans rights.

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In our school we have already migrants from other countries. I think they could play an important role in the first steps of refugees in their new environment

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I would  also be useful  to talk about human rights.

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Maybe it would be useful to call also representatives of authorities to explain all the tricky beaurocratic issues which complicates things for migrants and refugees.

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I would like to suggest activity Assembly of a first-aid kit ''How to make your way as a refugee''. The idea is to create the “sign“ vocabulary, which helps to communicate and ask for help without language. Students experienced how refugees feel and tried to find out the way and focuses on their needs.

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Xenophobia is mostly mixed up with sympathy for right (right wing) parties. I always try then to talk about each person is different to others and about prejudices.

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It is not an issue in my school.

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The boys are not racist, but suffer the influence of the television programs they watch their parents. In Italy, unfortunately, there are television programs that takes advantage of the discontent of the Italians to support the fight against immigrants. The children relate what they have seen on TV

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The boys are not racist, but suffer the influence of the television programs they watch their parents. In Italy, unfortunately, there are television programs that takes advantage of the discontent of the Italians to support the fight against immigrants. The children relate what they have seen on TV

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Anna Russo Italy

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Xenophobia does not appear to be an issue at my school.

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I had no idea before checking the links suggested in the video. Then I was lucky to find a wonderful document shared by United Nations High Commissioner for Refugees. Now I know: I'd do a mixture between real documents and stories and games. I want to share with you The Balloon game: it is very interesting to make students think about all the problems refugees have to face in a foreign country

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I begin to think - having written “migrants” and “refugees” many times - that the distinction is artificial. Legal but not human nor real. In real world, they are in a run for complex reasons and situations. War, famine, poverty, persecution, starvation, economic exploitation are inter-related.

They are “the vulnerable ones”.

There is this word in Italian: profughi, from latin pro-fugio, I flee from. We are familiar with this word. Our parents were profughi during WWII. They lived in caves up in the mountains. Profugo means a person who flees. Who has fled his own country. Who has to flee. Regardless of the reasons.

Great ideas, Erika. We - I and my students - like collective padlets because each one can express and share ideas in the format he likes. A song, a text, a photo, a video, a link, a reference to a book, a citation usw. We can project a padlet on a wall at school and discuss our ideas. We can watch our padlet on phone. It's a powerful identity building tool, too.

So: we'll do a padlet about the experience of leaving.

And we'll write two individual text:

a) imagine yourself fleeing; the reasons why you fled; what you put in a small bag; what you leave behind you forever;

b) imagine to be a profugo; describe your journey and your feelings; the days and the nights; the weather; the personal conditions; hopes and perspectives.

Something like this.

And yes: as I wrote, we're having problems with xenophobia. “My father lost his job. They're are stealing our works”.

We need to confront ourselves with rude facts.

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collaborative learning.ORSOLA, ITALIA

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Xenophobia has been an hard issue in my school. Students don 't tend to be xenophobic  toward their peers, but toward migrants, who are adults and commit crimes.

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As a kindergarten teacher I can say that children at this age accept other children without prejudices. These come later in life when they grow up and are influenced by others.

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I also think that xenophobia does not belong to the world of children. It comes when it is believed to defend its interests: economic security etc. I think as an educator should be working on sharing concrete experiences that help people to collaborate. In the "working together" disappears identity religious, cultural, etc. is the identity of being human.

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Xenophobia hasn’t been an hard issue in my classroom, but it can happen. My students aren’t usually xenophobic against their schoolmates from other countries, but my students talk sometimes about migrants with xenophobic words. The odd thing is that foreign schoolmates aren’t included in the xenophobic attacks. I think that my students have experienced the opportunity of an inclusive model, but they are often influenced from what they hear from family and media.

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Talking about the documents that refugees and migrants must do in a new country can be useful. For instance, my students are often astonished discovering that not the whole world is Schengen area and that you need a visa to enter in a foreign country and that the Country can deny you the visa.

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We the teachers have to help our students think about the consequences of fascism, racism, war, conflicts, xenophobia, not respecting your neighbour, yoor classmate. Usually students can be driven by their teachers to better and more enlighten places to think and thus improve the future of the society. But that means that the teacher has to get over his prejudism and inernal conflicts on matters like the aboves.

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Xenophobia is the fear of the foreigner; children aren 't racists, they play and they speak together; society and adults teach to be racists and they don't accept those who do not belong to their comunità.At school you should give importance than the diversity.Very important: conversations, exchange of ideas, poetry reading, the reading of fundamental rights of the Child and related stories suitable ("Non calpestare i nostri diritti-Battello a Vapore""Bambino di colore-Edizione Arka ) .It's important that pupils from an early age know the Nobel prizes for peace and what they have done for the common good. Very important: circle time-cooperative learning-flipped classroom

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If rightly accompanied, students can start understanding that what is different from oursevelves is really useful to learn a lot

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We must fight xenophobia  integrating migrants with an inclusive methodology .

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In my school most of the children are migrants,  they are used to deal with the differences. But bullying regarding their skin color, different language accent, the way they dress, etc. is still a reality... We have to be aware that it exists and deal with it the less dramatic way possible.. Talking with them when it happens, in a positive and constructive way, can help children realize that making others suffering doesn't make them feel good about themselves either.

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children are very riceptive if they are taught to be tollerant and emphatic

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I do not know whether multiculturalism in Europe is a successful model. But tolerance and anti-discrimination are social skills. Each of us has to possess them must teach our children to them. Migrants are further evidence that the world is dynamic, that it developed, the political and cultural map changes.

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We live in a multietnic world and it's strange to see that racism is increasing: the globalization is 'enemy' of multiculturalism and integration? It seems so, because people is scared about everyone is different, in physical aspetc, culture, religion.. We don't know how to improve our emphaty, our communicative capacity, and it's a sad thing!
School and teachers can, must, create the opportunity to transform this situation: presentation of migrants routes and original countries' situation, discussions about the rules of migration in our national history to explain that it isn't a new phenomenon, role play to immedesimate and comprehend the life of migrants and refugees... There are many ways to use and we must have the courage to use them.

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Some school problems related to racism and xenophobia are nowadays greatly increased, mainly because of two central and defining characteristics of the current ultra-liberal globalization:

1. the very high increase in human migrations throughout the world

2. the progressive implantation of an individualistic, selfish and competitive ideology.

Well, after showing that cooperation is the most characteristic feature of the human species, I propose the implementation in the classroom  techniques of cooperative learning as the best and most effective instrument to combat, from the school itself, both racism and Xenophobia such as school violence.

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The perspective of multiculturalism (which arises from the integration of several microcultures into a dominant culture), advocates an education where diversity is not only found but also included and valued in curriculum and pedagogical practices. Following this thought, the teacher is crucial for an interrelationship between the different cultures in the class / school. This is the reality that we now have, so we must understand and transform what is necessary for the full inclusion and success of students, regardless of their native country, ethnicity or social origin. However, the daily school life is confronted with manifestations of intolerance, marginalization, stereotypes, prejudices, racism and xenophobia. It is necessary to look for intercultural policies and types of communication, that work and stimulate empathy among all students, recognizing their particularities and their own identities never letting lose their cultural or local identity, since it is the whole set of knowledge and ways of acting and thinking that enriches us as human beings.

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The key for me to welcome someone coming from another country is empathy. I try to teach empathy to my children every year. We play game that are accoring to their age. If you try to teach empathy to young children (age 5-6) this became a way of life. The younger the children the better results you have in the future.

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There is not yet a body within the education directorate that helps schools deal with xenophobia. It is mostly dealt with by individual teachers or schools. It is not only students who show prejudice but also teachers. if I had a class, I would first start with all the students filling a sheet about themselves, without writing their names. They would list things they like or don't like, what their fears are, what their dreams are and so on. Then I would collect them and give them out again and the students must find the person whose profile they have. This exercise would help the students realise that they have things in common, and interesting things that are different. Discussions would follow from there.

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We dial with xenophobia by organizing hands on activities in the classroom, which promote empathy.

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We don't need immigrants to feel the xenophobia. We feel it when we are unprepared to deal with the new and different. When we have prejudices we don't have an open mind and an open heart

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We do not addess the issue of xenophobia directly in my school. Yet, we try to make students sensitive about  prejudices,stereotypes and fear of the unknown.

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I only heard by a few pupils atteggamento xenophobia, but I tried to explain that we all have in our persono families who have had to emigrate to find work elsewhere and to consider the other as a new neighbor.

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Refugees crisis it's broach different. A thinking and an rasist attitude make bad. We have to think logical and realist and look at people as.

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Romania
We have to realize that trough discrimination and trough a rasist taught, you can hurt discriminate peoples and you too

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I think young students are not xenophobic but they can become if they live in a context that learn them prejudices,stereotypes or fear of the unknown

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Xenophobia talking to a boy in primary school is a little difficult, also because you have to explain to them that God created us all equal, whites, blacks, yellows, Christian, Muslim, Orthodox, etc. and therefore you should not discriminate against a person for the color of their skin or because they profess a religion different from ours.

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First we need to cultivate empathy for parents. Children are very receptive if they do not receive negative emotions from their parents.

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xenofobia as fear of the stranger is present in my classes where there are students coming from the North of Asia being of muslim religion. I always try to make attention about the fact that this religion is a religion like others and we sometimes consider the differnt aspects of the different religions. they all always have something in common.

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I have not ever talked to my students of xenophobia, but I think it is very important to inform, sensitize and educate young people to this topic, because they are a means of promoting a new way of thinking.

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Ksenofobia = Xenophobia is the fear of people who are different from us.  It can also be directed simply to anyone outside a culture. You can face the negative attitude even if you have no migrants in the class.

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Before teaching in my school, where I found a lot of students coming from different part of world, I used to think I had to battle Italian xenophobia. But I realized that sometime there is xenophobia and racism also between migrants. I have been shocked when I heard a student of mine, coming from Ghana, saying: "look that boy is just a nigger!!!"
I undestood that is more important battle prejudice and every stereotypes that the adult world and mass media transmit

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In the place where I live the issue of xenophobia is of minor extent, mainly because there are very few immigrants whatsoever. However, the situation is different in big cities and the way the situation is approached by social and mass media does not improve the situation. My etwinning projects help a lot to grow students' respect on other nations, cultures and diversities.

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Xenophobia is the stem of the problems that we should eradicate

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I think xenophobia is a prejudice.I neve explored the xenophobia with my students.

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The definition of xenophobia is an unreasonable fear or hatred of foreigners or strangers or of that which is foreign or strange...
All of us are, at a certain extent, xenophobic...we have to overcome this form of prejudice, intolerance and discrimination to  open our minds and our hearths.

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Luckily I never detected xenophobia problems, usually the boys are "slaves" of stereotypes that the adult world and the mass media transmit them. A reflection and analysis of clichés or stereotypes in turn is very effective class.

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I never talked to my students of xenophobia, partly because there was an opportunity.

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ı think xenofobia is a prejudice. We have to deal historical, culturel prejudices.

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Thanks for the ideas! Very good, I think

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I have never dealt with the issue xenophobia with my students. I try in my work every day to make people understand that it is not right to bully the weaker, without making any distinction between migrants and natives, disadvantaged social situations ...

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I never explored the topic of xenophobia with my students: I do not think there is between them. If there was xenophobia, I believe that would be something that students have taken from the adult world. The work of reflection on the 5 pillars of identity seems to me very interesting. In the past, I approached with my students the Amartya Sen's point of view.

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Book review: Identity and Violence: The Illusion of Destiny. By Amartya Sen. 240 pages, W.W. Norton & Company, 2007 (U$ 11.14, kindle, www.amazon.com)
In addition to Joseph Nye's Soft Power, Francis Fukuyama's The End of History and John Mearsheimer's Tragedy of Great Power Politics, Samuel Huntington's Clash of Civilizations is perhaps the most influential idea in international politics of the past decades. Particularly since September 11th 2001 and the global War on Terror that followed, Huntington's claim gained widespread support both among the public and the policy world, even though most academics considered the idea to be worryingly simplistic and based on shaky evidence. As Richard Betts writes, "even practical policymakers who shun ivory-tower theories" are influenced by Huntington's ideas.

In Identity and Violence: The Illusion of Destiny, published a few years ago, Amartya Sen goes further and says Huntington's idea is dangerous and must be roundly rejected: "A major source of potential conflict in the contemporary world is the presumption that people can be uniquely categorized based on religion or culture." The insistence, if only implicit, of choiceless singularity of human identity not only diminishes us all, Sen says, it also makes the world more flammable.

It is no coincidence that at a time of heightened sectarian tensions in India, Huntington is frequently quoted by leaders of the right-wing movement Rashtriya Swayamsevak Sangh (RSS), for he crudely defines India as a "Hindu civilization", even though the country is home to almost 150 million Muslims, more than nearly every country in Huntington's definition of the "Muslim World".

As the New York Times wondered last week about India's energetic Prime Minister Narendra Modi,
Is he a Twitter-savvy technocrat obsessed with boosting development for all India by slashing red tape, wooing foreign investors and building a modern digital economy? Or is he a canny ideologue intent on imposing a strict Hindu code of values on a nation that prides itself on tolerance, diversity and pluralism?
Sen's book is both a rejection of Huntington's civilizational argument and a celebration of the complexity of human identity: "The same person can be, without any contradiction, a US-American citizen, of Caribbean origin, with African ancestry, a Christian, a liberal, a woman, a vegetarian, a long-distance runner, a historian, a schoolteacher, a novelist, a feminist, a heterosexual, a believer in gay and lesbian rights, a theater lover, an environmental activist, a tennis fan, a jazz musician, and a believer in intelligent forms of life in outer space." One's civilizational identity is not one's destiny, Sen observes, and civilizational "partitioning" -- seeing the planet culture by culture -- does not capture the vast complexities and competing identities that shape us.

Sen thus contests the so-called "solitarist" approach to human identity, which sees human beings as members of exactly one group. It can thus be read not only as a rejection of the Clash of Civilizations thesis, but also as a criticism of those who enhance ideological polarization in more general terms. Those who foment global confrontations or local sectarian violence impose such a prechosen and divisive identity on people who are to be recruited as "foot soldiers" of political brutality, slaves of an illusory force. Indeed, ideological polarization among the general population tends to be more profound than among political elites, which tend to be more pragmatic. This became obvious in several countries around the world when Nelson Mandela died in 2013: While, among others, both Presidents Barack Obama and Dilma Rousseff invited their respective predecessors to join them on the presidential airplane to fly to the memorial service, many citizens in the United States and Brazil found such symbolic outreach ("embracing the enemy") reprehensible, as it undermined their ideological convictions.

Yet the author argues that even those who, with the best intentions, call for "building bridges between civilizations" or those who say that "true Muslims are peaceful" are guilty, for those arguments, too, see the human being as a one-dimensional being that cannot escape his or her civilizational category.

Sen's analysis is a wonderful treatise on the use and abuse of human identity and an admirable call to stop asking people to confine their thoughts to only one identity, may it be "Western" or "non-Western", "Muslim", "Hindu" or "Christian". "I can imagine another universe, not beyond our reach, in which (...) I can jointly affirm our many common identities, even as the warring singularists howl at the gate." And yet, Identity and Violence strikes the reader as somewhat aloof and perhaps a bit naive. Commenting on sectarian violence in Iraq, Sen seems to suggest that the human conflict there is a result of an intellectual error. But as John Gray observes, "Shia, Sunni and Kurdish communities are not at one another's throats because they have a mistaken view of human identity. Trapped by the brutal logic of anarchy, they are locked in a battle for survival that could go on for generations."

Still, as sectarian violence and the expectation of clashing civilizations become popular (particularly when thinking of the rise of China), Identity and Violence is more important than ever. This year, the Indian government forced Amartya Sen to leave his post as chancellor of Nalanda University, one of the oldest educational institutions in the world. With academic freedom increasingly under attack in India, Sen writes that academics must resist "the unilateral extremism that characterizes many of the academic interventions by the Modi government." Education, he says, "must be free of authoritarian and sectarian pressures."
Read also: Book review: "Sinicization and the Rise of China: Civilizational Processes Beyond East and West" by Peter Katzenstein (ed.) Book review: "World Out of Balance" by Stephen Brooks and William Wohlforth What does Russia want?

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Book review: "Identity and Violence: The Illusion of Destiny" by Amartya Sen

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Book review: Identity and Violence: The Illusion of Destiny. By Amartya Sen. 240 pages, W.W. Norton & Company, 2007 (U$ 11.14, kindle, www.amazon.com) In addition to Joseph Nye's Soft Power, Francis Fukuyama's The End of History and John Mearsheimer's Tragedy of Great Power Politics, Samuel Huntington's Clash of Civilizations is perhaps the most influential idea in international politics of the past decades.

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I think it is important to try to maintain an objective classroom atmosphere and not force my views onto my students.

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I think xenophobia is not present among younger students,but when grew large  they have these moods. Therefore we need to prepare them for the adoption of the unknown and the foreign.

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Xenophobia isn't our problem. Our problem is how to help all these people arrive to us and we can't help as we wanted to.

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I think xenophobia is not present among young people.

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the problem does not exist in my school. Children are very close to each other, cooperate and assist in the activities, have fun all together and are sensitive to any difficulties or problems companions.

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In Andalusia, southern Spain, we have our own background as migrants. During the sixties and seventies people many Andalusian people migrated to northern Spain or to European countries like Switzerland, France or Germany. So for us is relatively easy to find people, especially our parents' generation or the grandparents' generation of our studens, who has been a migrant in the past. Sometimes we have invited one of them to tell their own story to our students.

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I have always thought that migrants have their own identity and our students must not judge before knowing them and their stories. So I found the idea of five pillars really interesting and useful to use in the classroom. Luckily there is no Xenophobia in my classroom. As matter of fact I try to explain the cultural differences as an enrichment for all my students and as a possibility to know traditions and habits of other countries. My students, through a daily brainstorming about the tolerance, the respect and the equality  among people are managing to understand the feelings of migrants when they are forced to abandon their homes.

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I think xenophobia is not present among young people. Perhaps among adults, but young people are willing to make relationship with other young friends

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Though Xenophobia hasn’t been an issue among my students, I have to admit that it is a nationwide or even European issue, especially since the number of migrants / refugees has increased with demonstrations and verbal abuse or graffiti.

Nevertheless, if dealt appropriately, the topic can be introduced even with children through games or comics. Should this become a serious issue, I would contact a NGO to help me/us deal with it.

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As far as the ideas expressed in the video, they are adequate in my opinion for addressing these topics to our students. Unfortunately, xenophobia and racism have become a serious issue in Greece nowadays, even with young children. There are political parties and group of people who support and shaer such idies, especially using the social media. The problem is greater in big cities. Actually, it is a way of drawing public attention to minor problems istead of the economic crisis. Of course, there are also groups of people, political parties and organization who try to prevent the spread of such phenomena, yet the main way of reacting to xenophobia and racism when dealing with students is to help them reading and learning more about foreign cultures with appropriate learning activities.. and sometimes travelling abroad (virtually, if in reality is not possible...)

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I found really interesting the idea of the five pillars of identity to make students understand and feel the difficult condition of migrants.
Xenophobia is a real problem in my country, because economic crisis has worsened living conditions and many people are unemployed. So migrants are always seen as an  increase in public expenditure to native inhabitants’ disadvantage.

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I believe we can talk about xenophobia even with young learners, maybe not giving it such a heavy name but by taking about simple things like friendship, sharing, being friends...Games are always a good option for the classroom such as is a brainstorming moment.

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Sunay Efe,Turkey         Their are game cultures of immigrants pragma can be included. In our school we have children from other countries. It takes time but they finally integrate into the school community.             

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Sunay Efe,Turkey         Their are game cultures of immigrants pragma can be included. In our school we have children from other countries. It takes time but they finally integrate into the school community.             

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My pupils are still small to deal with the issue of xenophobia. I try to talk about the culture of diversity and wealth that comes

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Even the probleme is hard to manage , we can start to explain what tolerance is and after that to discuss about xenophobia  acting in a workshop for making them awareness for migrants situation. getting out with predjudices !

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In Greece xenophobia is a really great issue. This fear of the unknown is also quite well exploited by some people. What we have to realise fast is that we have adapt to the new situation and not be afraid of everything different but try to know it better and respect it.

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In my country, I believe that Xenophobia is a great issue more than a great problem. Everyone feels uncomfort to something foreign, something different of what they are. However, we have to get used to live with new situations, so a discussion on this topic is necessary. Learning to respect the different can bring only benefits. Everybody is a human being and deserves an opportunity to live.

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Xenophobia is a great problem to overcome. I think peer education and collaborative work could be helpful especially through educational games and role plays.