On not staying put where they have put you: mobilities disrupting the socio-spatial figurations of displacement in Greece

The reception and protection system in Greece in the aftermath of the so-called refugee crisis produces a geography of specific mobility restrictions and accommodation types for migrants, asylum-seekers and refugees. These restrictions create a multi-layered landscape of displacement, dominated by three socio-spatial figurations: the forced containment of displaced people in ‘hotspots’ on eastern Aegean islands; staying in isolated and segregated camps in the mainland; and the accommodation of the most vulnerable in urban centres. At the same time, the mobility practices of displaced people often disrupt the above figurations, stemming from their survival practices and life aspirations, and largely relating to their translocal social connections. These mobilities include, but are not limited to, unregistered movements from hotspots to the mainland, mobilities from camp to camp, mobility negotiations between camp and city. This paper explores the figurations of displacement related to the impact of governance regimes on the livelihoods and mobility of displaced people in Greece. Within this frame, it focuses on the ways through which migrants and asylum-seekers negotiate, resist or transcend the geography of multiple restrictions, through translocal mobility practices that intervene and therefore reshape dominant socio-spatial figurations. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group

Bringing Research into the Classroom – The Citizen Science approach in schools.

The way science is approached in the classroom can be instrumental in dispelling negative stereotypes about science and scientific research in future generations. The present report looks at the Citizen Science approach as an opportunity to connect schools with the world of research to foster a better command of scientific processes in the young, raise their awareness of current issues faced in certain sectors and geographical regions, and help them make sense of the surrounding world. The purpose of this report is to provide a baseline for understanding the key conditions of successfully implementing citizen science activities in schools. This report is based on three main sources of information: (1) review of recent literature on Citizen Science and its applications in schools; (2) a collection of citizen science case studies selected by educational organisations in four countries (Belgium, Greece, Poland and Spain) and from the Scientix repository of resources; and (3) the discussions between project managers, project representatives and science educators participating in the 14th Science Projects Networking Event (SPNE14), organisedbyScientixwiththecollaborationoffour other organisations and projects – GFOSS, Jet Propulsion Theatre, EDU-ARCTIC and ERIS. The report includes three main sections. The first explores the current literature on citizen science, guided by three main questions: (1) how do we define citizen science, (2) what are the main actors involved in citizen science projects and how do they contribute, and (3) what are the particularities of citizen science activities run in the context of formal education. The second section illustrates 20 citizen science projects, indicating the target audiences and main areas of research covered, as well as a description of the activities, outlining which part of the scientific method is carried out by volunteers, and, when such information is available, descriptions of the roles and interactions between the researchers and citizen scientists. Finally, the third section presents a discussion on the case studies included in the report, with a focus on the main challenges and opportunities of bringing citizen science in schools. The main challenge of running citizen science activities in school which transpired from the literature review and the review of the case studies is the issue of balancing research and educational outcomes. For educational outcomes to be achieved, citizen science projects in schools need to go beyond engaging pupils only in data collection and simple analysis, and look to involving them in meaningful research practices, which will give them the opportunity to develop scientific inquiry skills. On the same line, if genuine science outcomes are to be met, the ‘novice’ scientists (teachers and their students) need to interact with the researchers in order to be exposed to the requirements of the scientific method, and be supported in implementing it. Research suggests that carefully designed projects, created in dialogue between schools (teachers) and researchers which take into consideration the needs and constraints of both groups can successfully achieve both goals.status: Published onlin

Gender and innovation in STE(A)M education

Gender aspects continue to play an important role in science education, conditioning study choices or shaping beliefs about one's own capacities and those of others. Performing arts based initiatives are on the forefront of innovative science education approaches and have participatory, dialogic and dialectic qualities to engage students in democratic, inclusive and reflective ways of learning. Both these dimensions can be brought together in order to explore how arts-based science education can contribute to address gender bias and stereotypes in educational and team-collaborative settings