The contribution of museum educational programs and activities to the inclusion of refugees and immigrants in Greece (Master thesis)

Κύρκου, Παναγιώτα/ Kyrkou, Panagiota

Due to its geographical location which makes it a country of entry into the European Union and the increased demand for manual labour, Greece is a host country for refugees and migrants from various parts of Europe as well as from Asia and Africa. In this shaped multicultural environment of Greece, which has been strengthened in recent years, there is a need for further education of refugees and migrants in order to facilitate their social integration. This can be done in addition to traditional school methods through alternative forms such as museum education, as museums play an important social role. In the context of museums, the foundations can be laid for the creation of integration programmes which, through experiential learning and the observation of exhibits from different cultures, act as spaces of interculturalism and inclusiveness. The purpose of this paper is to examine the inclusion of the aforementioned minority groups in the educational programmes of museums. Specifically, the paper follows a qualitative research approach with semi-structured interviews as the main tool. The research involves 8 museums with 16 interviews of their staff, focusing on the design and intention of their programmes. To analyse the data collected, a thematic analysis was carried out, categorising the responses into common themes. According to the results of the survey, it was found that museums act as conduits for the social integration of refugees and migrants through specially designed programmes. However, these programmes face weaknesses mainly due to the difficulty in understanding the Greek or English language and their financial situation which may prevent them from participating in programmes. At the same time, the lack of sufficient staff in museums to promote and implement such programmes is another difficulty. With regard to the co-creation of programmes with refugee and migrant structures, it seems that for the most part there has been no interest on the part of the structures. In conclusion, based on the results of this study, there are concrete suggestions for improving the inclusion of refugees in the educational programmes of museums.
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία
Subject classification: Museums--Educational aspects
Keywords: Πρόσφυγες,Μετανάστες,Συμπερίληψη,Διαπολιτισμική εκπαίδευση,Μουσεία,Refugees,Immigrants,Inclusion,Intercultural education,Museums
URI: https://repo.lib.duth.gr/jspui/handle/123456789/17773
http://dx.doi.org/10.26257/heal.duth.16507
Appears in Collections:Π.Μ.Σ. "ΚΑΙΝΟΤΟΜΕΣ ΠΑΙΔΑΓΩΓΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΣΕ ΠΟΛΥΠΟΛΙΤΙΣΜΙΚΑ ΕΚΠΑΙΔΕΥΤΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ"

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http://dx.doi.org/10.26257/heal.duth.16507
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