DC FieldValueLanguage
dc.contributor.authorKalessopoulou, Despina-
dc.contributor.authorSelekou, Maria-
dc.contributor.authorRoumelioti, Nektaria-
dc.date.accessioned2024-03-07T10:14:27Z-
dc.date.available2024-03-07T10:14:27Z-
dc.date.issued2019-
dc.identifiergoogle_scholar-ZGlXfIQAAAAJ:5nxA0vEk-isC-
dc.identifier.isbn978-960-386-428-8-
dc.identifier.otherZGlXfIQAAAAJ:5nxA0vEk-isC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1437-
dc.description.abstractProgrammes for the inmates in prison schoolswas a new challenge set to the National Archaeological Museum eight years ago. Upon its own initiative, the Department of Education of the National Archaeological Museum contacted the prison school of Thebes (Eleonas) in 2011,offering the implementation of a tailor-made educational programme in the prison school.We chose the topic of migration in antiquity and the changes that happen through the contact of different civilizations, as this was a subject related to the inmates’ life experiences. Relevant artefacts from the museum’s collections were presented in a powerpoint and a selection of replica vases were used to provide a more sensory approach.The same criteria applied to a second call in 2013 from the prison school of young offenders at Avlona, in Athica. In this case, ancient toys werethe topic selected. As the major part of young prisoners were foreigners that could not speak Greek or had a very limited knowledge, play enabled them to share experience on a universal theme and provided ways to express themselves without the use of language e.g. they could simply experiment with replicated ancient toys and show how they could use a top or a yo-yo, as many of the ancient toys were common with those in their countries. All sessions at prison schools ended with an art workshop, which offers an alternative way to connect to the cultural artefacts, and use them as a starting point for self-expressionand development of creativity. We cannot stress enough the importance of collaborating closely with the expert staff of such particular places,like prisons. They help us familiarize with the daily routine of the establishment and with the mental and physical state of the participants, offering a safety net for our first athempts in unknown lands and a valuable evaluation for improving our next steps. Out reach programmes of this kind extend their objectives beyond factual knowledge to include aims of personal and social development. They contribute to their sense of inclusion and well-being as they create valuable connections with life outside prison and enhance participants’ social contacts through interactions with the museum staff.en_US
dc.language.isoelen_US
dc.publisherΥπουργείο Πολιτισμού και Αθλητισμούen_US
dc.relation.ispartofΠρακτικά σεμιναρίου σχεδιασμού πολιτιστικών εκπαιδευτικών δράσεων σε καταστήματα κράτησης "Πολιτισμός χωρίς δεσμά"en_US
dc.sourceΠολιτισμός χωρίς δεσμά. Μεθοδολογία σχεδιασμού πολιτιστικών εκπαιδευτικών …, 2019-
dc.subjectOut reach programmeen_US
dc.subjectPrisonsen_US
dc.subjectArt workshopen_US
dc.subjectPlayen_US
dc.subjectEducational planningen_US
dc.subjectMuseum educatoren_US
dc.titleΠροτάσεις για τον σχεδιασμό εκπαιδευτικών δράσεων σε καταστήματα κράτησης με βάση τις εμπειρίες του Εθνικού Αρχαιολογικού Μουσείουen_US
dc.typeConference Paperen_US
dc.relation.conferenceΣεμινάριο σχεδιασμού πολιτιστικών εκπαιδευτικών δράσεων σε καταστήματα κράτησης "Πολιτισμός χωρίς δεσμά", 28 Νοεμβρίου 2018, Αθήνα, Ελλάδαen_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage51en_US
dc.identifier.epage58en_US
dc.linkhttps://www.academia.edu/43179264/%CE%A0%CF%81%CE%BF%CF%84%CE%AC%CF%83%CE%B5%CE%B9%CF%82_%CE%B3%CE%B9%CE%B1_%CF%84%CE%BF%CE%BD_%CF%83%CF%87%CE%B5%CE%B4%CE%B9%CE%B1%CF%83%CE%BC%CF%8C_%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CF%8E%CE%BD_%CE%B4%CF%81%CE%AC%CF%83%CE%B5%CF%89%CE%BD_%CF%83%CE%B5_%CE%BA%CE%B1%CF%84%CE%B1%CF%83%CF%84%CE%AE%CE%BC%CE%B1%CF%84%CE%B1_%CE%BA%CF%81%CE%AC%CF%84%CE%B7%CF%83%CE%B7%CF%82_%CE%BC%CE%B5_%CE%B2%CE%AC%CF%83%CE%B7_%CF%84%CE%B9%CF%82_%CE%B5%CE%BC%CF%80%CE%B5%CE%B9%CF%81%CE%AF%CE%B5%CF%82_%CF%84%CE%BF%CF%85_%CE%95%CE%B8%CE%BD%CE%B9%CE%BA%CE%BF%CF%8D_%CE%91%CF%81%CF%87%CE%B1%CE%B9%CE%BF%CE%BB%CE%BF%CE%B3%CE%B9%CE%BA%CE%BF%CF%8D_%CE%9C%CE%BF%CF%85%CF%83%CE%B5%CE%AF%CE%BF%CF%85en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.languageiso639-1el-
item.openairetypeConference Paper-
item.cerifentitytypePublications-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-6004-8274-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Book Chapter / Κεφάλαιο Βιβλίου
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