Reading
1. Text Α: Racism in the school environment - Implications and ways of handling by parents [1]
Definition of racism: Racism is not a new phenomenon. On the contrary, from the very first societies […] people were divided into groups and distinguished between their "own" people and "others" […]. Especially in today's society where people of many different nationalities, economic migrants, refugees, the disabled, the mentally ill, etc. coexist, the cases of racism and unequal treatment run rampant. The diversity of a group leads it to form a distinct category, which is, in turn, forced into a submissive lifestyle, as it is most often accused of an alleged inferiority or danger. Therefore, we could summarize that the term racism refers to actions, behaviours and motives (intentional or not) on the part of a group of people against those who are "different".
Racism in the school environment: […] In all public schools in Greece there are children who are "different" in terms of language, morals and customs, values and ideas, special abilities, learning difficulties, learning performance etc. These are the children who are mainly victimized with direct or indirect racism and marginalization. In many cases, racism is expressed through physical violence, threats, abusive comments or verbal violence. We have all, more or less, been victims, perpetrators, or simply observers of school racism at least once in our lives, while it is an indisputable fact that racism, in whatever form it takes, harms psychologically and with no exception, perpetrator, victim, witness and society as a whole. In the case of the victim, there is intense discomfort, stress, and feelings of inferiority which have devastating consequences for individuals as well as for their family and school environment.
Impact of racism on the school environment: The psychological and social consequences of racism are innumerable and they affect all sides with no exception. Typically, regarding the school environment:
· The child – victim of racism experiences mockery, ridicule, insecurity and professional exclusion later on, as there are many cases of school dropout and incomplete schooling by the child who suffers from racism
· The child – victim turns in upon itself and becomes suspicious and introverted, thus losing the sense of self-esteem […]
· […] Violence, crime and school bullying are promoted
· […] In many cases, racism breeds racism and the use of violence leads to the reaction and delinquent behaviour on the part of the child who was originally a victim of school racism, thus creating a vicious cycle of violence and delinquency.
[…] The phenomenon of school racism is unfortunately rampant in today's society. Ways to prevent and/or treat it exist and are possible on the part of the parents. There is a way for everything as long as they are possessed by love, empathy, compromise and tolerance towards each of their fellow human beings. Remember Nelson Mandela's words about racism: “No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite”.
1. After reading the text, make a short summary in 100 words.
2. “No one is born hating another person because of the colour of his skin, or his background, or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite”.
How do you understand the previous quote by Nelson Mandela?
3. Find synonyms for the following words:
a. Coexist --------------------------------------------------------
b. Treatment --------------------------------------------------------
c. Ideas --------------------------------------------------------
d. Devastating --------------------------------------------------------
e. Possessed --------------------------------------------------------
4. Find antonyms for the following words:
a. Divided --------------------------------------------------------
b. Marginalization --------------------------------------------------------
c. Suspicious --------------------------------------------------------
d. Rampant --------------------------------------------------------
e. Tolerance --------------------------------------------------------
5. According to the text racism “harms psychologically and with no exception, perpetrator, victim, witness and society as a whole”.
Briefly describe what you consider to be the consequences of racism for perpetrators, victims, witnesses and society.
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2. Text Β: Culture and opportunities in the COVID-19 era [2]
[…] For a long time now, a museum, a gallery, or a theatre have ceased to be places we just go to so as to individually browse exhibits or attend performances. Now they are raised to places of meeting, socialising, searching and tranquillity. In the "COVID-19 era" many of them started to become digital. Culture is another area that has been affected by the pandemic, and is even called upon to face the greatest challenges. At this time, therefore, it is particularly important to reflect on the role of culture, as a branch of creative economy that contributes to the development of the economy and society, and its importance for our country.
Creative economy is not easy to define, as it is not a static concept. According to the definition given at the United Nations Conference on Trade and Development, it is "an ever-evolving concept based on the interaction between human creativity, ideas, intellectual property, knowledge and technology." Creative economy can contribute very positively to the development of an area, especially in countries like Greece, a place with a rich history in cultural tourism. In specific, its capital, Athens, has some characteristics, which place it in a very "competitive" position in the cultural field, so that the role of its creative economy becomes even more central – especially in an era like the one of COVID -19.
[…] Undoubtedly, the "COVID-19 era" accelerated and expanded the use of technology in civilization. At the beginning of the crisis, all museums and cultural sites began to present their content for free, but this fact, combined with the fact that actual premises remained closed for a long time, led to a significant reduction in their revenue. Digitization is now part of the presence of a cultural space and the next step is to find ways for these actions to become financially beneficial and profitable parallel sources of revenue. As the president of the Museum of Cycladic Art, Ms. Sandra Marinopoulou, has pointed out, if the level of digital experiences created is high-quality, then an archaeological site, a museum, a festival and any other cultural institution can set an affordable price for its audience and proceed to their creation. In this way, organizers will no longer be limited by the capacity of actual facilities, while spectators, accordingly, will not be bound by their place of residence. So suddenly, one can get an audience of people living in every corner of the globe with internet access as the only prerequisite. Also, a highly digital traveller has the ability to visit many more places in less time.
If used properly, such solutions can bring new opportunities and additional sources of income in our country. Of course, intellectual property issues will come up and we will need to learn new professional skills. However, if there is careful planning and an appropriate legal framework, so that we can take advantage of the new trends and opportunities that arise, the result will be positive and particularly creative.
1. After reading the text, circle whether the following sentences are True (F) or False (F).
a. In the COVID-19 era museums, galleries, etc. necessarily ceased to be a meeting place. T F
b. Creative economy is a fluid concept. T F
c. Digitization can be profitable for cultural venues. T F
d. Internet access is one of the many requirements that one needs to meet in order to engage in digital experiences of visiting cultural sites. T F
2. Provide a brief summary of the third paragraph of the text.
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3. “Of course, intellectual property issues will come up and we will need to learn new professional skills”.
a. What kind of intellectual property issues can occur from the digitization of cultural sites?
b. What new skills will professionals in the field need to develop?
4. Find synonyms for the following words:
a. Reflect --------------------------------------------------------
b. Static --------------------------------------------------------
c. Led --------------------------------------------------------
d. Part --------------------------------------------------------
5. Find antonyms for the following words:
a. Go to --------------------------------------------------------
b. Central --------------------------------------------------------
c. Accelerated --------------------------------------------------------
d. Opportunities --------------------------------------------------------
6. What are the advantages and disadvantages of digitizing cultural sites based on the text? List them and add at least two ideas of your own on related pros and cons.
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3. Text C: Multiculturalism, migration and education [3]
The term multiculturalism
denotes the coexistence in society of diverse social groups with different
national-ethnic and cultural traits. It recognizes a mosaic of equal cultures
of individuals who maintain their distinct differences and can develop fruitful
relationships of interaction. At the level of social collectivism,
multiculturalism refers to the mutual acceptance, respect and promotion of
multiple cultures based on the demographic composition of a country's
population. It expresses the acceptance of diversity and the equal recognition
of distinct ethnic and religious groups.
The causes that created the phenomenon of multicultural societies are numerous:
- The escalation of economic and social problems in various countries has pushed many citizens to migrate and seek better living conditions in new places of residence. […]
- Wars and civil conflicts that created a bleak reality and an uncertain future for peoples’ survival.
- Violation of human rights by authoritarian regimes to the detriment of national and religious minorities. […]
- The prosperity and progress of a country that functions as a pole of attraction for immigrants as they see in it incentives for creation and social development.
The reactions initially created by multicultural coexistence were negative:
- Migrant host countries, have faced various problems after their influx, due to lack of infrastructure. It was difficult to secure means of accommodation, professional career, health care, decent living.
- Phenomena of exploitation, unequal treatment, prejudiced behaviour and discrimination against migrants were observed.
- A climate of xenophobia and guardedness was cultivated as it was considered by some citizens that the increase in crime was linked to the influx of foreigners.
- Feelings of insecurity, uncertainty, suspicion, questioning and underestimation of other people’s culture were created and those were treated as invaders and potential destroyers of the cultural identity of their host countries.
- There was a tendency of introversion from citizens that led to the marginalization of foreigners and the disintegration of social cohesion. […]
The school’s role in shaping a multicultural consciousness:
- The school is called to respond to the new reality of multicultural societies, which is why it is necessary for education researchers and theorists in collaboration with teachers to create expanded curricula that will incorporate materials, ideas and values from a variety of cultures. […]
- As Hanley argued, "Multicultural education requires deep and critical thinking, imagination and commitment to create a tomorrow that encompasses the richness of all stories and all people. It is another aspect of the constant human journey to justice and pushes people to fulfil the promises of democracy". […]
1. What economic and social problems can lead a person to migrate? List them based on the text and incorporate as well some ideas of your own.
a. ---------------------------------------------------------------------------------------------------------------
b. ---------------------------------------------------------------------------------------------------------------
c. ---------------------------------------------------------------------------------------------------------------
d. ---------------------------------------------------------------------------------------------------------------
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2. People's reactions to cultural coexistence are often negative. How do you interpret such reactions? Where could they be due to?
3."Multicultural education requires deep and critical thinking, imagination and commitment to create a tomorrow that encompasses the richness of all stories and all people. It is another aspect of the constant human journey to justice and pushes people to fulfil the promises of democracy".
How do you understand the above phrase?
4. What would be the benefits of multicultural coexistence for individuals and societies in your opinion? Write a relevant text of 100 words.
5. How could school contribute to the harmonious cultural coexistence of children from different cultures? Describe briefly.
4. Text D: The nicknames
Yiorgos Ioannou. (1982). The Sarcophagus, Prose. Athens: Kedros Editions, pp. 35-40
I met an old classmate of mine on the street, now bald and almost old, who made horrible complaints to me for supposedly seeing him on the street and not greeting him. I listened to him for a while in silence and then I hurried to admit my guilt so as to get rid of him sooner rather than later. As we drifted apart, I inadvertently got to relive the past. My blood rushed. This monster who had the audacity to complain to me, was one of my biggest persecutors and torturers when we were together at school. He was the one mostly spreading my innumerable nicknames, imitating even the way I spoke as ridiculously as possible. The truth is: that he did not give me new nicknames because he was not able to do so, but he showed great zeal for the spread of the already known ones. It was also this orangutan who transferred the school nicknames to my neighbourhood and vice versa, and he and his company called them out loud to me even in the street when I went for a walk with my parents. This beast thinks that I do not remember them anymore or that I have a soul as thoughtless as his own. But does a sane person ever forget or forgive the tortures that were inflicted upon him? So how can I forget what I was going through since the first grade of elementary school?
First things first, the other, my old last name, was a funny nickname. And there was no need for others to say it, I had to state it myself every now and then. When I was young, some people used to isolate me and make me repeat it, pretending that they did not hear it clearly. They died laughing each time. At school again, as I progressed grade levels, it became a torment. As soon as they started calling the (students’) list, my heart was pounding, my hands were sweating and I was trembling. In the meantime, the teacher had called my last name two or three times, until he heard the lifeless “present” I said, in a classroom bursting with laughter. Once upon a time, an awful music teacher, a big seed, interrupted (calling) the list, ordered me to get up, and turned to me: "Why aren't you shouting out loud, you dufus?" That's what the others wanted; he was throwing them new food. For a long time, among many others, I was the "dufus" of the class. The evilest ones tried in every way to make it known across the whole middle school. They even tried to narrate the incident, while I was somewhat near their company so that I could hear it too and burst […].
Fortunately, high school was located in a different district from the elementary school I graduated from, so the high school nicknames were not added to the elementary school ones. Because it was there that my soul had been scalded. Our teacher, an unspeakable ill-mannered old maid, as soon as she saw me wrinkled on the desk, noticed: "You, my child, do like a hedgehog". All the children laughed and from the very first break they started calling it at me. The teacher delightedly repeated it for the second hour. At first everyone called me by my nickname mockingly. Then, instead of forgetting it, they got used to it, and called it without any particular malice, like (they would) any name. But it was impossible for me to get used to it, every day it hurt me more deeply. Especially when we were playing football and they wanted me to give them a pass, then "Hedgehog, Hedgehog" echoed in all tones.
I started not to play with anyone. I was playing various games of my own in our yard. I found two nests of ants different in colour and size. Because I was very blond, I wanted one nest to have blond ants. The other had dark and large agile legs. They were not difficult to find. I would then take one of the blondes, which were weaker, and throw it into the hole of the nest, where the black ants were boiling. They immediately surrounded the blonde one, bit it from everywhere, pulled it, and finally, in a crowd, dragged it half-dead to their nest. "The hedgehog is gone," I said bitterly. […].
In the evenings, usually while we were eating, the children passed in groups under the house and yelled my various nicknames in the dark. They even made up songs for me. Only I listened to them, my own people did not have a clue. I then had a tight stomach, I was pale, and I ran to sleep or rather to hide under the mattresses leaving food in the middle […].
Now even my most bad-mouthed and bitter friends and colleagues do not dare to make up a nickname for me. The thing almost makes me sad. It seems that over time my voice, my shape, my thinking, my gait, finally got to suit me, maybe they were corrected, while at first, they were probably premature and out of place on me. But with most of them, the opposite happens. Of course, the fact that I have become an ace myself in sticking nicknames must have played some role and a few (nicknames) that I once sent registered to some scoundrels and ridiculous ones scalded them so much that they did not make a fuss again. Too bad I did not discover this method before.
But whatever it is, I now understand how much I once suffered for nothing and how much of an impact those nicknames have had on my whole life.
1.What were the short-term and long-term consequences of the nicknames his classmates called him on the author on a physical, psychological, emotional and behavioural level?
2. What does the game described by the author in the fourth paragraph indicate? What is its deeper meaning?
3. The author describes two incidents with teachers whose attitude led his classmates to assign him more nicknames. How do you evaluate the attitude of the teachers of the text?
4. “…I have become an ace myself in sticking nicknames … and a few (nicknames) that I once sent registered to some … scalded them so much that they did not make a fuss again”.
How do you interpret this behaviour of the author in adulthood?
5. How could the author have been helped as a child so as to deal with the school bullying described in the text? Write a relevant text of 200 words.