20. Research in Innovative Intercultural Learning Environments
Paper
Unaccompanied Minors Integration System: A Comparative Study in Greece and Cyprus
Dimitrios Georgiadis, Maria Papathanasiou, Vasilia - Aphrodite Ioannou
Ministry of Migration and Asylum
Presenting Author: Georgiadis, Dimitrios;
Papathanasiou, Maria
Children are one of the most vulnerable groups, especially those children who cross borders forcibly or voluntarily – whether they are migrants, refugees or asylum seekers. Children who cross borders without being accompanied by parents, relatives or adults responsible for their care by law or custom are known as "unaccompanied minors" or "unaccompanied children". These children are particularly exposed to risks such as exploitation and violence at various stages of their journey. Unaccompanied minor asylum seekers are a particularly vulnerable category of refugees who need the legal protection and care of the state. Research shows that this is a group at high risk of developing mental health problems and that unaccompanied children present significant rates of anxiety, depression and post-traumatic stress. However, several scholars point to the mental resilience demonstrated by immigrant children and that most adapt effectively to new living conditions.
According to UNHCR data, it is estimated that more than 28,000 refugee children were in Greece at the end of 2021, of which 2,225 were unaccompanied. While, from 2016 until March June 2023, 3,072 unaccompanied children, from war-torn areas and African countries, took the refugee path to Cyprus. Today, just over 1,100 unaccompanied minors are under the care of Social Welfare Services. They are hosted in the various programs/structures for unaccompanied minors throughout Cyprus. The largest percentage of them (42%) are placed in semi-independent living programs, which are either run by agencies subsidized and inspected by the Social Welfare Services, or by arrangements of the services with relatives of the minors. At the same time, 31% are placed in institutions/other accommodation and 11% in foster families.
Despite the fact that almost all countries - including Greece and Cyprus - have signed the United Nations Convention on the Rights of the Child (UNCRC 1989) more than 30 years ago - thus recognizing the importance of recognizing and promoting the rights of the child child – significant action has only been taken in the last two decades. However, very little is known about what works in host countries for children on the move, and whether professionals and policy makers support children's real needs or what is judged to be in their best interests, according to existing political and legal frameworks. Increased arrivals of asylum seekers in Greece and Cyprus in 2015 and 2016, combined with additional political developments such as border closures by Balkan countries and the EU-Turkey deal in spring 2016, resulted in thousands of asylum seekers being stranded. and immigrants – among them many unaccompanied children – who had no choice but to seek asylum in Greece and Cyprus, turning these two countries into host countries. Professionals working with unaccompanied minors need to provide a safe environment to support minors with their process of adjustment and integration. Moreover, the professionals would need to manage the vulnerability and trauma of minors, resulting from their refugee journey, to overcome uncertainty and facilitate acclimatization to the new reality. Additionally, workers in the field need to handle many issues stemming from legal, administrative, operational and funding transitions.
Methodology, Methods, Research Instruments or Sources UsedThe aim of this research is to provide an overview of the existing systems of reception and integration of unaccompanied minors residing in Shelters in Greece and Cyprus. Also, through qualitative research on professionals who work either in organizations related to unaccompanied minors, or by professionals who work in accommodation structures for unaccompanied minors.
As we all know qualitative research is very important in educational research as it addresses the “how” and “why” research questions and enables deeper understanding of experiences, phenomena and context. Qualitative research allows you to ask questions that cannot be easily put into numbers to understand human experience. Getting at the everyday realities of some social phenomenon and studying important questions as they are really practiced helps extend knowledge and understanding. To do so, you need to understand the philosophical stance of qualitative research and work from this to develop the research question, study design, data collection methods and data analysis.
Conclusions, Expected Outcomes or FindingsChildren are among of the most vulnerable members of our society and it is our shared responsibility to protect, nurture and care for them. Children separated from their caregivers are particularly susceptible to exploitation, abuse and neglect. Our collective duty of protection towards all children, especially those unaccompanied by an adult parent or guardian is recognized in various international and European legal instruments. It should be emphasized however that both the UN Convention on Rights of the Child, signed by every Member State of the European Union (EU), and the Charter of Fundamental Rights of the EU provide children with specific inalienable rights. It is our obligation to ensure that these rights are fully respected. When dealing with the reception of unaccompanied minors, it is vital to keep in mind that they represent one of the most vulnerable categories of migrants and that, therefore, they require special care and special services to have their rights and needs protected and fulfilled. Although numerous conventions and directives exist that impose certain standards, the situation can be very different in practice. At the root of this are not only problems of an economic nature and the lack of available funds, but the lack of political will to deal with this phenomenon; this could be due to the lack of strategic interest in the topic or to the fact that an emergency approach is more impactful in the eyes of the population and voters than a reception approach that is truly structured around paths of integration on the ground and in local society. Given the thousands of children involved and impacted by the discussed deficiencies, these issues, however, should be subject to much greater attention.
ReferencesCalchi Novati, A. (2022) The reception system of unaccompanied minors in Greece. Retrieved 30/01/2024 from https://pathforeurope.eu/the-reception-system-of-unaccompanied-minors-in-greece/#_ftnref1
Cochliou, D. Spaneas, S. (2019). Guardianship Experiences of Unaccompanied Children in Cyprus International Journal of Social Science and Humanities Research Vol. 7, Issue 1, pp: 323-334
Ecclestone, K. & Brunila, K. (2015). Governing Emotionally Vulnerable Subjects and Therapisation of Social Justice, Pedagogy Culture and Society, 23 (4): 485 – 506.
EASO, (2021). Annual Report on the Situation of Asylum in the European Union, Valletta: EASO. Retrieved 15/01/2023 from, https://euaa.europa.eu/sites/default/files/EASO-Asylum-Report-2021.pdf
Georgiadis, D. (2021). Unaccompanied Minors in Greece: An Empirical Research, The Migration Conference, London, UK.
Georgiadis, D. (2023). Human Rights, Racism and Migration: A philosophical approach Interdisciplinary Research in Counseling, Ethics and Philosophy, vol. 3, issue 7, 2023: pages. 1-12. ISSN: 2783-9435 © IRCEP.
Georgiadis, D. (2023). The European Management of Immigrants in the mediterranean: The Case of Italy, Athens: Jean Monnet European Centre of Excellence, National and Kapodistrian University of Athens. http://dx.doi.org/10.13140/RG.2.2.22077.03041
Koursoumba, L., Commissioner for the Protection of Children‟s Rights in Cyprus (2010). UNHCR Seminars on Unaccompanied Children Seeking Asylum 15-16 December 2010, Nicosia, Cyprus. Accessed at www.childcom. org.cy on 9 November 2018
OECD (2018). Indicators of Migrant Integration, Brussels: OECD
Riekkinen, M., & Hanssen, N. (2023). Substantive Equality of Refugee Children in Education Acts in Finland and Norway. Retrieved 30/01/2024 from https://research.abo.fi/en/publications/substantive-equality-of-refugee-children-in-education-acts-of-fin
Rosenblum, M. Tichenor, D. (2018). The Politics of International Migration, Oxford
University Press.
Themistokleous, S., Vrasidas, C., and Zempylas, M., (2012). “Immigration and Integration Policies in Cyprus”, chapter in the edited book “Opening the Door?: Immigration and Integration in the European Union”, by Novotny V. for the Centre for European Studies
UNESCO, (2023). Refugee children are five times more likely to be out of school than others Retrieved 10/12/2023 from https://www.unesco.org/en/articles/refugee-children-are-five-times-more-likely-be-out-school-others
Metadrasi, (2021). METAdrasi – Action for Migration & Development: Annual Report. Retieved 26/01/2024 from https://metadrasi.org/wp-content/uploads/2023/07/METAdrasi_Annual_Report_2021.pdf
20. Research in Innovative Intercultural Learning Environments
Paper
Belarusian Adolescents with a Migration Background's Perspectives on School Sustainability Policies and Practices in the European Union (EU) and Belarus
Kate Sposab
Vechta University, Germany
Presenting Author: Sposab, Kate
Context
This study examines the variations and commonalities in the implementation of sustainability/ecological and citizenship practices in European and Belarusian schools, targeting Belarusian teenagers with a migrant background.
The persistent political unrest in Belarus since 2020 has compelled numerous Belarusian families to emigrate to Poland, Lithuania, and Germany in search of protecting their fundamental rights to freedom, employment and education, and freedom of expression. Their children were suddenly introduced to distinct educational systems with alternative regulations and methodologies, particularly in regard to sustainability and citizenship education. The middle and high school students were asked to compare their prior educational experiences with those of Europeans and to explain their findings within the research framework.
Theoretical framework
This comparative cross-cultural study aims to address the existing gap in literature regarding the influence of migration background on educational experiences, specifically in relation to participation opportunities in school policies. It particularly focuses on the perspectives of school students with a migration background, encompassing not only ESD or citizenship education. The researcher's extensive connections among Belarusian diaspora populations in German, Lithuanian, and Polish schools facilitated the recruitment procedure for participants in these countries.
Inquiries for investigation
What are the differences in the perspectives of sustainability and civic practices among Belarusian teenagers from a migrant background when comparing their experiences in EU schools (in Germany, Lithuania, and Poland) to educational institutions in Belarus?
Which educational methods and strategies do Belarusian teenagers find motivating for engaging in active and sustainable lifestyles?
What are the differences between the participation and leadership opportunities in sustainability practices between schools in the EU and Belarus?
Methodology, Methods, Research Instruments or Sources UsedMethods
The research design incorporates semi-structured interviews and focus groups, allowing for a comprehensive exploration of participants' perspectives. The semi-structured nature of the interviews allows for in-depth exploration of individual experiences, while focus groups facilitate the identification of shared themes and divergent viewpoints.
Conclusions, Expected Outcomes or FindingsResults
This research allowed through the lens of young people 14-18 years old first to examine some aspects of the Belarusian school practices of the recent years (which are featured with an increased ideological indoctrination in the school system) and second to show a perspective of a migrant group with a shared cultural background on sustainability practices in European (Polish, Lithuanian and German) schools. The findings of the interviews with individuals and focus groups revealed what in the European school practices which promote sustainable lifestyle and active citizenship could be seen as effective and attractive from the perspective of young migrants from an Eastern European country and which school policies encourage them (or not) for active participation. On the other hand, at the distance, the participants were able to evaluate the experiences from Belarusian schools and even formulate their suggestions what could be done there better from their present perspectives.
ReferencesAngelis, de R. (2021). Global Education and Migration in a Changing European Union. Policy and Practice: A Development Education Review, Vol. 32, Spring, pp. 55–78.
Hamel, N. (2022). Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools. Frontiers in Education, Vol. 7, https://doi.org/10.3389/feduc.2022.764514
Griga, D., & Hadjar, A. (2014). Migrant Background and Higher Education Participation in Europe: The Effect of the Educational Systems.European Sociological Review,30(3), 275–286.
Taylor et. al. (2019). Education for Sustainability in the Secondary Sector – a Review. Sage publications, 2019 https://www.researchgate.net/publication/ 333581680_Education_for_Sustainability_in_the_Secondary_Sector-A_Review
Berglund, T., Gericke, N., Boeve-de Pauw, J., Olsson, D., & Chang, T. C. (2020). A cross-cultural
comparative study of sustainability consciousness between students in Taiwan and
Sweden. Environment, Development and Sustainability, 22, 6287-6313.
Deutsche UNESCO-Kommission, 2022. Praxisimpulse zur nachhaltigen Schulentwicklung. Beiträge der
UNESCO-Projektschulen, Deutsche UNESCO-Kommission, Bonn. (https://www.unesco.de/sites/
default/files/2022-03/Praxisimpulse_zur_nachhaltigen_Schulentwicklung_A4_Doppelseiten_webfinal_
0.pdf
Haan, G. de (2006). The BLK ‘21’programme in Germany: a ‘Gestaltungskompetenz’‐based model for
Education for Sustainable Development. Environmental Education Research, 12(1), 19-32.
20. Research in Innovative Intercultural Learning Environments
Paper
Self-realization of the Members of Free Age University in Life-long Learning Environment
Salomeja Karaseviciute1, Julija Eidukeviciute2, Nijole Veckiene3, Raimonda Brunevičiūtė4
1Mariampole Higher Education Institution, Lithuania; 2Vytautas Magnus University, Lithuania; 3Kaunas Free Age University, Lithuania; 4Lithuanian Educational Research Association (LERA) Board, Lithuania
Presenting Author: Karaseviciute, Salomeja;
Eidukeviciute, Julija
Self-realization of the Members of Free Age University in Life-long Learning Environment
Self-realization can be defined as a person becoming healthy and mature, developing all the necessary parts (dimensions) of the personality, discovering and realizing vocations and special talents, finally becoming what a person can become by developing self-esteem based on spirituality (Ryan & Deci, 2000). According Maslow self-actualization as an episode of self-realization, is based on human forces and concentrated in a particularly effective and purposeful way, where a person becomes more integrated and less distracted, more open to experiences, more special, more witty, more independent of lower needs. It is generally accepted that relationships with people, lifelong learning and self-esteem are important to a person and even determine that person's self-realization and perception and sense of life (Marjan, 2012). Thanks to meaningful relationships with other people based on mutual understanding and respect, a person can raise his self-esteem and live happily in his environment. Since seniors have free time, they have a special opportunity to participate in the process of lifelong learning. This is a great opportunity for seniors to realize their inner potential and develop opportunities for self-esteem development, precisely the main idea of Free Age universities is to construct possibilities for older people to realize their uniqueness, express their cultural variety of professional experience and intercultural dialogue, and pursue an active social life (Helwig & Ruprecht, 2017).
The activity of the Free Age universities is considered as the main means of education for the elderly in the scope of Lithuanian adult education policy. By participating in the lifelong learning process, older people develop cognitive and motor skills and preserve and strengthen their self-esteem (National Program of the 2012 European Year of Older People's Activity and Intergenerational Solidarity). As we are talking about self-esteem is needed to confirm that self-esteem is presented as a person's generalized opinion about himself/herself and how valuable he/she is.
The aim of this report is to reveal the possibilities to buildout self-esteem of the members of Free Age university when developing self-realization in lifelong learning environment. The objectives are as follows: a) to discuss the construction of seniors self-esteem based on the self-realization; b) to describe the cultural variety of professional experience of the members of Free Age university, highlighting possibilities for development of self-esteem based on the self-realization; c) to identify the directions of educational research that the experience of the Free Age university learning environment implies the process of self-realization.
Methodology, Methods, Research Instruments or Sources UsedMethodologically, the report is based on the preconception that agreements on a common vision, aim, knowledge, experience, and values determine the successful operation of the members of Free Age university in the different study circles groups as well as intercultural cooperation and dialogue, to develop culture of a unity environment for of self-realization. The report is based on the results, conclusions and reflection of a longitudinal study (2020 - 2023) conducted by researchers of education science at Marijampole Higher Education Institution and on practical work experience at Kaunas Free Age university, which highlighted the importance of self-realization in a Free Age university as a non-governmental organization.
Conclusions, Expected Outcomes or FindingsThe interpretation of the results of the study has revealed that self-realization is a way of preserving and strengthening self-esteem. The study reviews variety of professional and cultural experiences of the members of the Free Age university, highlighting the possibilities of developing self-esteem based on self-realization. The Free Age university becomes one of the significant institutions that provide the opportunity for older people to participate in lifelong learning and realize themselves by social participation. Reflection on the process of this study identified the directions of educational research that the activity of the Free Age university implies the process of self-realization in life long learning environment, and gives a meaning to values, knowledge and experience of personality.
ReferencesMarjan, L. (2012). Benefits of lifelong learning. Procedia - Social and Behavioral Sciences. 46/4268-4272.
Helwig, N. E., & Ruprecht, M. R. (2017). Age, gender, and self-esteem: A sociocultural look through a nonparametric lens. Archives of Scientific Psychology, 5(1), 19-31.
Maslow A. H. (1987). Motivation and Personality. New York: Harper & Row.
National Program of the 2012 European Year of Older People's Activity and Intergenerational Solidarity, 2012.
Ryan R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Bruneviciute, R., Veckiene, N. P. (2022). Expression of the culture of a unity environment in Free Age university activities. ECER 2022 “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research“. 22-25 August 2022, Yerevan.
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