All workshops are 3 hours in duration (minimum participants is 5, maximum 25)

KNOWING AND APPRECIATING MY ETHNIC-CULTURAL ORIGIN. AN EFFORT OF REINFORCING ETHNIC-CULTURAL IDENTITY IN FOREIGN PRIMARY SCHOOL STUDENTS
Facilitators: Chrissie Bomparidou & Vassiliki Vlitsaki
Language: English (with translation in Greek)
An intervention procedure, aiming at reinforcing foreign primary school students’ ethnic-cultural identity, will be presented. Students coming from different cultural backgrounds should have the need not only to know, but also to appreciate their ethnic-cultural origin. In the workshop we will investigate first whether these students know their origin and also how they appreciate it. Then, an intervention aimed at reinforcing identity through classroom activities will be shown. The same procedure will be followed for Greek culture – as the target culture – considering that these two are related. Finally the practical value of this undertaking will be discussed in relation to educational practice.

DIGITAL STORIES: INTERCULTURAL TRAINING
Facilitator: British Council
Language: English and Greek
Digital Stories are a unique and creative tool for working with individuals and communities in discussing difficult, personal or educational topics. Under expert guidance, they can be produced by people that have no previous skill in using computers, taking pictures or telling stories. Over several days, facilitators will engage a group of people in exploring the story they want to tell (usually set around a specific theme), teach them the creative skills they need to create images and text for that story, and help them produce their Digital Story on the computer. The results are usually moving, educational and inspiring. The process allows participants to deal with sensitive topics in a safe and creative way. During the Footprints project, participants produced Digital Stories under the topic of ‘Searching for your past to face the future’.

ON-LINE COLLABORATIVE LEARNING BETWEEN CULTURES
Facilitator: Center for Technology and Multiculturalism, Israel; Elaine Hoter, Miri Shonfeld, Asmaa Ganayem
Language: English
In this live online interactive workshop using an online conference platform
(Interwise), we will connect with students and lecturers from  diverse
cultures from abroad together with  the audience. We will demonstrate how
this type of technology can further contacts between diverse populations and
we will explore methodologies to make the sessions interactive.
One of the questions we will raise in the workshop is to what extent can
these live connections play a role in bridging cultures, eradicating
preconceived ideas and reducing bias among ethnic groups?

COLLABORATIVE LEARNING IN MATHEMATICS FOR LANGUAGE MINORITY STUDENTS
Facilitator: Georgia Douvli
Language: Greek
Greek schools today consist of students with language and cultural diversities and particularities, with different learning needs, interests and personal goals, making the traditional model of instruction suitable only perhaps to a small and homogeneous group of indigenous school population. In this workshop an experimental collaborative teaching model and relevant activities will be presented as they were implemented in year 6 Mathematics in a Greek primary school with a large percentage of language minority students. We will relate the experience of a research study that investigated the contribution of collaborative learning to language minority children's achievement in Mathematics.

DEVELOPING INTERCULTURAL ACTIVITIES IN MULTICULTURAL CLASSES
Facilitator: Odysseas Evangelou
Language:  English (with translation in Greek)
In a pluralist democratic classroom, teachers should be able to solve problems and develop collaboration between students of different cultural backgrounds, overlooking stereotypes and biases. The aim of the workshop is to plan the application of cross-thematic curriculum activities for the sensitization of students regarding issues of cultural diversity, and promote intercultural collaboration and interaction.

IS CULTURAL DIVERSITY TO SOME EXTENT A DIVERSE MORAL CODE OF BEHAVIOUR? A NEW FRONTIER IN PROFESSIONAL DEVELOPMENT FOR PERSONNEL MANAGERS AND TEACHERS.
Facilitator: Antoine Gambin
Language: English
How dangerous is this perspective or is it just the right vocabulary in a sensitive area of discussion? Moral values are not necessarily related to the intrinsic meaning of what is good or bad but more a code of priorities, a background that emanates from a complex mixture of cultural heritage, education, language and belief. Stereotypes are here as in Germans are punctual, Italians are less punctual, Arabs are late... Stereotypes are here as in the allegories of the perfect car having a Japanese engine, German Technology, French comfort and Italian design. Are we too close to extending this to moral values at times or should we invest in training in more understanding of the phrase different moral values before it becomes a technical term in conflicts management and resolution?

THEATRE EDUCATION AND INTERCULTURAL EDUCATION
Facilitator: Stamatis Gargalianos
Language: Greek
Aim: The participants will relax and get entertained through theatre and theatre education
Content: This laboratory presents exercises of theatre and drama education starting from the basic "exercise of circle" and leading to exercises of co-operative extemporization such as the "museum", the "river", the "wizards". These types of exercises were taught in drama and theatre education games at Université Paris 3 (New Sorbonne) during the period 1983-1986, and afterwards, they were enriched by the facilitator. These games and exercises are characterized by imaginativeness, humor, vivacity, and they also offer joy and entertainment to the participants.  

COMPLEX INSTRUCTION AND INTERCULTURAL EDUCATION
Facilitator: Francesca Gobbo
Language: English (with translation in Greek)
This workshop will present the CL strategy Complex Instruction (CI) and emphasize its intercultural dimension.  CI aims to attain equity in education by changing teachers’ and peers’ expectations of low status pupils, and looks at and works with students’ different cultural, linguistic and cognitive abilities as resources for learning. This is achieved when every student participates equally in group work, and can contribute in his/her specific way to the understanding of difficult concepts and to the solution of open ended problems. After a concise presentation, workshop participants will work on Complex Instruction units, and discuss the experience and its applicability in different school environments.

BEYOND CELEBRATING DIVERSITY: INTERCULTURAL EDUCATION FOR HUMAN RIGHTS AND SOCIAL JUSTICE
Facilitator: Paul Gorski
Language: English (with translation in Greek)
We engage in authentic intercultural education only when we acknowledge imbalances in access to power and privilege among people. This workshop will engage participants in a discussion about the shifts of consciousness and practice necessary to transcend intercultural education as "celebrating diversity" and move toward intercultural education as human rights and social justice activism.

ICT IN LANGUAGE AND CULTURE EDUCATION
Facilitator: ILSP: Institute for Language and Speech Processing- Ioanna Kritikou & Grigoris Stainchaouer
Language: English (with translation in Greek)
This session will focus on the exploitation of Information and Communication Technologies in language and culture education. We will present some e-learning environments and language tools that could be exploited in the context of language and culture education. In particular, three educational applications will be presented that fall under the following axes:
   - Teaching of Greek as mother tongue
   - Teaching of Greek as second language
   - Teaching Greek as a second/foreign language to adults

The participants will experiment on the educational applications and the integrated language technology tools so as to design their own educational scenarios by exploiting the teaching material of the applications.

A  CULTURAL DIALOGUE
Facilitator: KEDA – Voula Papagianni
Language: Greek and Spanish
 “On an Ark, cultures from all over the world, from yester year and today negotiate the right to the future. To which culture does the future belong to? Which cultures are the stronger and which the weaker?  In what language does the negotiation take place? Which cultures take the lead and which remain silent?” The UNESCO Universal Declaration on Cultural Diversity and the Millenium Development Goals have initiated a dialogue of cultures. Methodology of delivery: Experiential communications method (Project), Generating Words of Paulo Freire, Key Situations, Virtual Biography.

AN INTERCULTURAL APPROACH TO DEVELOPING MATERIALS FOR TEACHING GREEK AS A SECOND LANGUAGE TO MIGRANT AND REPATRIATED PUPILS IN PRIMARY SCHOOLS 
Facilitators: KEDA, Chrysavgi Gleni, Evi Georgiadou & Terpsithea Rigopoulou 
Language: English and Greek
One of the major barriers that inhibits students from different cultural and linguistic backgrounds from reaching their full learning potential (gaining knowledge, skills and competencies to communicate effectively in a wide range of social and learning contexts at school, engaging in meaningful learning, being co-educated with native speakers, developing their confidence) is the partial or whole ignorance of the formal language of school. In order for the education of the repatriated Greek and migrant students to become more effective and active so that the students are more successfully and equally included in the educational system and in the wider social community, it is imperative to implement the systematic teaching of Greek as a second language. Thus, it becomes necessary to develop specific educational materials for teaching Greek as a second language to students from different cultural and linguistic backgrounds based on an intercultural approach and incorporating approaches and strategies specific to teaching a second language. 

GENDER EQUITY IN EDUCATION
Facilitator: Michele Kahn
Language: English
This workshop will introduce participants to basic theoretical and practical concepts of the role gender plays in education. Among the topics for this session are: (a) Gender terminology, (b) Biological influences on gender, (c) Social construction of gender, (d) Historical considerations, (e) Identifying gender bias in the classroom instruction, materials, and behaviors, and (f) Strategies for gender fair education. Each topic will incorporate critical incidents, activities and resources for educators.

APPROACHING CULTURAL DIVERSITY THROUGH CHILDREN'S LITERATURE AND EMANCIPATORY SOCIAL ANIMATION: AN INTERCULTURAL PARADIGM FOR MUSLIM MINORITY EDUCATION IN GREECE
Facilitator: Anna Koutsouri & Fokion Georgiadis
Language: English (with translation in Greek)
Although Greek society has always been culturally diverse, its multiculturalism has lately been overtly focused, particularly the region of Greek Thrace, where various cultures blend in social structure and in the school population: Everyday school routines seek to offer issues that differ from the traditional ‘subjects’ of the National Curriculum. Thus, differentiated pedagogies and particular instructional methods are required to create pupils' intrinsic motivation taking their cultural background into consideration and using the 'error' as a tool in the learning process.  In this workshop we will demonstrate the writers' and animators' contribution to the development of children's literature that deals with "otherness" and diversity in schools, based on a didactic approach successfully implemented within 'minority' education in Greek Thrace.

THEATRE AND DRAMA IN EDUCATION AND INTERCULTURALΙSM: AN INIVITATION FOR EXPLORING MYSELF AND THE OTHER
Facilitator: Antonis Lenakakis
Language: Greek
This workshop aims to experientially explore and assess various cultural and social codes.  As the subject (the self) becomes sensitive towards the other and its relation with objective reality, new schemes of expressions and perception emerge. These transformations take place through theatre and pedagogical practices that combine interculturalism in teaching and learning. Exercises and games from a rich repertoire of Theatre and Drama Education will encourage discussion of the "other." Participants will discover their own self, the "other" and the "world" and experiment to create their own multicultural world.

STUDENTS AS AGENTS OF SOCIAL AND SCHOOL INCLUSION: PEER-MENTORING PROGRAMMES’
Facilitator: KEDA - Sara Markou
Language: Greek and English
Peer mentoring has been widely used in schools and universities abroad for a number of purposes, including as a strategy to facilitate adjustment and inclusion of new students at the school, and particularly immigrant students. A pilot peer mentoring program was implemented in two secondary schools of Athens gaining insight into the most effective planning, monitoring and evaluation methods. In addition to information and suggestions on how educators can set up such in-school programs, the workshop will focus on practical activities for the development of skills and techniques that successful mentors employ. The various possibilities that peer mentoring programs offer will be highlighted with particular emphasis on ways of adapting the program to suit the particular needs of each school, for instance by extending mentors’ roles to include the provision of linguistic and academic support.

CRITICAL AESTHETIC PEDAGOGY: A WORKSHOP FOR SELF AND SOCIAL UNDERSTANDING
Facilitator: Yolanda (Jolie) Medina
Language: English
This workshop will help educators find ways to infuse aesthetic experiences in educational practice. Workshop attendees will be exposed to a participatory encounter with a work of art that possesses qualities that encourage the sharing of experiences and the recognition of common sources of oppression. For this workshop, facilitators will utilize Lincoln Center Institute’s Aesthetic Education model as a framework for incorporating aesthetic experiences into teaching practices. This workshop will demonstrate how the infusion of aesthetic experiences in- educational practices can enhance the development of students’ social consciousness, create a sense of empowerment, and promote the adoption of educational methods that advance social change.

MULTICULTURALISM OR OTHERNESS IN THE GLOBAL ERA: STRATEGIES FOR LEARNING AND TEACHING DEMOCRATIC CITIZENSHIP AND HUMAN RIGHTS.
Facilitator: Iordanis Papadopoulos, Eftychia Geronikolou
Language: English
Considering the approach of ‘transformative’ multiculturalism as the proper one, morally and theoretically speaking, the aim of this study is further to examine proposed strategies for learning and teaching democratic citizenship and human rights. Learning and teaching for democratic citizenship will be approached as an instrument for developing a culture of well-balanced rights and responsibilities both within formal as well as non-formal educational institutions. Presenting a series of human rights topics for primary school but also for lower and senior secondary school we will focus at the end on hands-on exercises, concerning ‘feeling social exclusion’ and ‘building bridges’.

“KNOWING ME, KNOWING YOU": ADULTS' TRAINING PROGRAMME
Facilitator: Vassiliki Riga
Language: English (with translation in Greek)
"Knowing me, knowing you" training programme constitutes the outcome of a long-standing cooperation between EADAP (Society for the Development and Creative Occupation of Children) and the respective organisations for the education of adults in other European countries. It has been adapted to the Greek reality and modified in order to comply with the principals of in-service adults’ training. It aims to strengthen communication, to boost teachers’ cooperation and to encourage the adoption of attitudes and conducts which promote the respect for diversity (concerning both adults and children). Within this framework, the aforementioned workshop, focusing on the subject of identity, was planned. Human identity is not fixed. Rather, it is constantly evolving, and the direction it takes depends on one’s interaction with other individuals as well as with their surroundings. Participants will be able to present themselves in different ways and to discover new elements, which render them unique as individuals and typify their cultural identity as well. Through interaction, communication and acquaintance with one another, these elements will be explored in relation to a collective/group identity.

TRAINING TRAINERS FOR COOPERATIVE LEARNING IN SYSTEMIC SCHOOL REFORM
Facilitators: Pasi Sahlberg & Yael Sharan
Language: English (with translation in Greek)
This workshop will explore effective approaches and techniques for preparing trainers to coach teachers. Participants will (1) explore the elements they value as essential for qualitative understanding of cooperative learning; and (2) establish principles and design some structures to increase the transfer of training in order to help teachers go beyond the surface in understanding cooperative learning, based on examples from select large-scale school improvement programs. The workshop requires active participation and sharing of experiences.

BACK TO BASICS: DESIGNING A COOPERATIVE LEARNING TASK
Facilitator: Yael Sharan
Language: English (with translation in Greek)
What are the basic elements of a cooperative learning task that can engage diverse learners, encourage interaction and maximize everyone's contribution? In this experiential workshop we will review these elements, carry out and analyze CL tasks and reflect on the students' and teachers' skills they entail. Participants will also discuss the challenges and benefits of acquiring these skills and, finally, design a CL task for their specific settings.

COOPERATIVE CONTROVERSY AND INTERCULTURAL EDUCATION
Facilitator: Laurie Stevahn
Language: English
This interactive workshop will present and demonstrate the cooperative controversy strategy for involving learners at any age level in high-quality critical thinking and decision making across curricular content. Originally developed by David and Roger Johnson (Co-directors of the Cooperative Learning Center at the University of Minnesota), this instructional strategy challenges students to grapple with issues by constructing sound arguments for positions, engaging in social perspective taking, and reaching consensus on best courses of action. Participants will experience the strategy, explore practical examples for classroom use, and consider possible applications in personal teaching contexts. Research on the effectiveness of cooperative controversy also will be presented, highlighting numerous outcomes that support the goals of intercultural education.

INTEGRATING CONFLICT RESOLUTION TRAINING INTO INTERCULTURAL CLASSROOMS
Facilitator: Laurie Stevahn
Language: English
Teaching all students how to resolve their conflicts constructively promotes healthy growth and development. Finding time to teach these skills in school, however, can be problematic as academic requirements typically take priority. In this interactive workshop participants will learn how to integrate conflict resolution training into academic curricula, explore practical examples for doing so in K-12 classrooms, and consider possible applications in personal contexts. An overview of the research will be presented, which indicates that students who learn conflict skills as an integrated part of academic studies also consistently achieve at higher levels. Implications for building positive intercultural relationships among students also will be explored. 

TEACHING ABOUT DIVERSITY AND PLURALISM: INTERNATIONAL TRAINING PROGRAMS FOR LOWER AND UPPER SECONDARY LEVELS
Facilitator: Ulrike Wolff-Jontofsohn
Language: English
This workshop explores resources and training programs developed by international organisations active in the field of citizenship and human rights education and argues for an integration of these resources into the school curricula. It will focus on three different resources: Compass-a training on human rights (Council of Europe); Betzavta-Together (Adam-Institute, Jerusalem) and The Toledo Guiding principles for Teaching about Religions and Beliefs (OSCE/ODIHR, Warsaw. The workshop will consist of two interactive exercises, the presentation of the theoretical and methodological concepts of these programs and a discussion how these sources can contribute to a deeper understanding of a human rights based approached to intercultural education.

ENHANCING INTERCULTURAL COMPETENCIES
Facilitator: Christina Zoniou  
Language: English (with Greek translation)
This workshop is for present and future educators of all educational backgrounds.
We will combine theatre and experiential techniques drawn from applied and social theatre, theatre of the oppressed and devised theatre, to promote the necessary competencies that teachers need in a multicultural and complex society, with respect to human rights and the principles of intercultural education. Games, exercises, improvisations, role play, narration, dramatizations will be the tools for enhancing active listening, empathy, creativity, self esteem and empowerment. Duration of Workshop: 6 hours (with 2 breaks)

Odysseas Evangelou is a School Councellor, and also part-time lecturer at University of Athens-Department of Primary Education. He is the author/co-author of 6 books (in Greek) in the field of Intercultural Education and has valuable experience in teaching in multicultural classrooms.

Antoine Gabin studied law at the University of Malta and identifies with the Natural Law and Natural Rights approach on issues related to human rights. Antoine has been in education and media activities in various roles including project management, training and development coordination and exploitation of results of multi partner projects. He is director of the Opportunities Aid Foundation that is presently working on ambitious projects in media literacy and democracy in various EU countries, Turkey, the Middle East and Egypt.

Asmaa Ganayim is head of the Technological Center at the Al-Qasemi College of Education in Baka-Al-Garbiyah (an Arab city in Israel) and a lecturer in computer science. She has led different technological initiatives, conferences and multicultural activities at Al-Qasemi College, Arab schools, in hospitals and in the Arab society in Israel as well as in the Mofet institute. At present she is concluding her PhD at Haifa University on the use of the Internet within the Arab population in Israel.

Dr. Stamatis Gargalianos was born in Thessalonica in 1956. He is a member of the academic staff of the University of Western Macedonia-Department of Early Childhood Education in Florina, where she is working as Lecturer. His scientific interests are within the following fields: Theatre and Education, Drama Therapy and Role-Playing. He had followed-graduate and post-graduate studies in Theatre Studies at University Paris III-Sorbonne Nouvelle (Licence, 1985, Maitrise 1987). He also obtained in 1986 a degree from the National Drama and Conservatoire (C.N.S.A.D). Dr. Stamatis Gargalianos has also attended studies of acting in the Drama School of Andreas Voutsinas and was trained at STANISLAVSKI system (during 1986-1988). He has been trained by Professors of Theatre, Direction and Acting: Richard Demarchy, Anne Ubersfeld, Patrice Pavis, Andre Tissier, Jean-Pierre Ryngaert and Georges Banu.

Eftychia Geronikolou, from Athens College is a member of the teaching staff of the HAEF teaching Ancient Greek. She is the writer of the book "Herodotus' Stories", for the 2nd class of the Greek Gymnasium, ed. Gregoris (in Greek, 2002).

Elaine Hoter is head of the Information Technology Department at Talpiot College of Education in Holon Israel. In 1995 she developed the first online course in Israel connecting pupils and student teachers in an online learning experience. Since then she has developed many different course connecting different communities. She co-convened the first online conference for teacher educators in 2001 and received her PhD from the Hebrew University Jerusalem.

Dr. Kritikou Ioanna is a researcher at ILSP. She is working on ICT and language issues.

Anna Koutsouri (MA in PrEdu) studied Pedagogy at the Universities of Belgrade, Thessalia, Crete and Thrace. From 1998 she has worked as a primary schoolteacher in Muslim minority education in Thrace and in relevant programmes for Athens University. She also works as a teachers’ trainer and social animator on issues regarding Muslim minority and intercultural education. She has organized seminars and has also attended many conferences. She has contributed to two published works on educational practices and techniques for minority education. She has recently completed her MA studies in Democritus University of Thrace.

Antonis Lenakakis is a theatre and drama education teacher, teaching as at the University of Crete to teachers' in-service training programme. He has graduated from Essen University (Diplom Paedagoge), attended post-graduate studies at the Department of Visual Arts of the University of Fine Arts (Master), and obtained his Ph.D. from the School of Educational and Social Sciences of the same University. In March 2004 was published his book "Paedagogus ludens. Erweiterte Handlungskompetenz von Lehrer(inne)n durch Spiel- und Theaterpaedagogik" by Schibri-Verlag in Berlin.

Sara Markou (MSc Psychology of Education) is part-time lecturer at the London Contemporary Dance School, where she teaches at postgraduate level teacher-training courses and co-ordinates study support programs. She is also employed by the University of Athens’ Centre for Intercultural Education and Doctors of the World, in programs aiming at improving immigrant students’ social and school inclusion. She is currently undertaking her PhD research at the London Institute of Education on the subject of peer-support as a way of enhancing school adjustment of immigrant students.

Iordanis Papadopoulos B.A. : Aristotelian University of Thessaloniki, Philosophy School, Diploma: Literature and Humanities, S.B.A.L.A., Anatolia College, Thessaloniki, M.A.: in Philosophy and Social Psychology, Aristotelian University of Thessaloniki, Philosophy School, Postgraduate Diploma/M.A. in Open and Distance Learning, Hellenic Open University, Ph.D. in Contemporary Moral and Political Philosophy, University of Kent, U.K. He is working at The Hellenic American Educational Foundation since 1996. He has been tutor of Ancient and Modern Literature as well as of Humanities both at Athens College and Hellenic American Educational Foundation, Athens College - Psychico College. He also participated in research projects, organized by university institutions in the past. He has published quite a lot of research papers on social, political and applied moral theory.

Vassiliki Riga; PhD Sciences of Education; Member of the Board of EADAP; riga@eadap.gr;Lecturer at the University of Patras in Early Childhood Education and a Member of the Board of EADAP (www.eadap.gr).

Terpsithea Rigopoulou, studied Pedagogy and Special education at the National and Kapodistrian University of Athens. She is a School Counselor in primary schools and collaborator in the educational programme: “Inclusion of repatriated Greek and Migrant students in school-in primary schools”, at the Center of Intercultural Education, National and Kapodistrian University of Athens. She has authored intercultural educational material for the National and Kapodistrian University of Athens.

Miri Shonfeld is head of Information Technology at the Kibbutzim College of Education in Tel Aviv. She is also head of the forum for lecturers of technology and Internet from the various teaching colleges in Israel. She teaches courses in biology, science education and online education. She received her PhD in Computer Science from NSU in Florida, USA.

Dr. Grigoris Stainchaouer is a researcher at ILSP. He is working on ICT and language issues.

Maria Tsilira was born in Patras and studied Chemistry and Music. She has attended courses for classical singing, choir directing and different music-pedagogical systems (Orff, Kodaly and Willems). She has worked in music academies teaching Theory and Choir and directed children’s choirs. Since 1999 she works in primary education and has composed music for children’s theatre.

Vassiliki Vlitsaki, MA in Intercultural Education is a primary teacher in Athens.

Papagianni Voula, Member of scientific team of KEDA (Centre of Intercultural Education) for creating intercultural educational programmes. Writer of intercultural education books, has a valuable experience on intercultural activities addressed to teachers.

Ulrike Wolff-Jontofsohn is Head of the Teacher Training Department at the University of Education, Freiburg (Germany). She is currently working as an expert for intercultural education for the Council of Europe (CoE) and the Organisation for Security and Cooperation in Europe (OSCE). Most recently she has been involved in a CoE project in South Caucasus and Ukraine where she conducted a number of workshops for teacher trainers in Armenia, Azerbaijan, Georgia and Ukraine. Her research interests focus on innovative concepts for citizenship education, comparative analysis of intercultural education, evaluation of democracy education programs, school development and teacher education. She is currently working on a publication “Empowering young teachers: core competences for teaching citizenship”.