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Teachers in Crisis Contexts. Promising Practices in Teacher Well-being, Management, and School Leadership (Second Edition)
YEAR: 2022
This collection presents case studies on effective approaches to teacher well-being, management and leadership in crisis settings. It highlights Open Cultural Center’s collaborative model, where refugee young adults co-teach with peers from Europe. The study shows that this approach strengthens belonging, boosts self-esteem, and enables refugee teachers to share their identity without fear of prejudice.
Rojava, a Hope for the Stability of the Middle East? History, Domestic Politics and Diplomatic Relations
YEAR: 2022
This study examines Rojava as an experiment in democratic confederalism shaped by the Syrian conflict. It outlines the Kurdish historical context, the rise of the PYD, and the region’s multicultural governance model. The paper assesses the internal and external pressures facing the Autonomous Administration and considers the viability of its political project.
The Rise of the Extreme Right during the Great Depression and the Great Recession
YEAR: 2021
This paper examines the growth of far-right parties in Europe following major economic crises: the Great Depression and the Great Recession. It compares political strategies and arguments used in both periods, noting similarities and differences, and concludes that contemporary far-right rhetoric is less revolutionary, and economic severity alone cannot predict political radicalism.
Empowerment of the Refugee Migrant Community through a Cooperation Project on Art Education in Greece
YEAR: 2019
This article analyses an art education project implemented in Polykastro, Greece, by the University of Seville and Open Cultural Center. Using interviews, observations and analytical tools, it identifies key integration challenges and shows how participatory art activities can support personal development and community cohesion within the refugee population.
A Chronic of Idomeni: The Influence of the Refugee Camp in Northern Greece on Refugees, Migrants and Humanitarian Aid Organisations
YEAR: 2019
This paper reconstructs the events surrounding the Idomeni camp’s closure in 2016 and explores its impact on refugees, migrants and humanitarian actors. It outlines how the camp became a major point on the Balkan route, the consequences of border restrictions, and the lessons it offers for current migration policies and humanitarian responses.
The Demandingness of Multiculturalism and its Future Discourse
YEAR: 2018
This paper argues that multiculturalism remains the most promising approach to contemporary migration challenges. It highlights the responsibilities of both newcomers and current citizens, advocating a renewed, equality-based framework to support inclusion, public acceptance, and meaningful integration of refugees and cultural diversity.
The Process of Schooling of Refugee Children in Greek Schools: The Organization Open Cultural Center as a Mediator and Supporter
YEAR: 2018
This study explores inclusive education for refugee children in Greece, emphasising the role of Open Cultural Center as mediator and support. It shows that inclusive approaches addressing language and cultural diversity are essential to prevent exclusion and promote full social and educational integration.
The EU-Turkey Statement on Refugees: A Necessary Solution to the Refugee Case or a Violation of Human Rights?
YEAR: 2018
This paper examines the EU-Turkey agreement of 2016, aimed at controlling migration flows. It evaluates the legal, political, and humanitarian complications that arose, providing a conflict-based analysis of actors and interpretations, and questions whether the deal protects or violates refugee rights.
The Right to Education for Refugee Children and Teenagers: Another Failure for the European Union in the So-called ‘Migration Crisis’
YEAR: 2017
This thesis analyses challenges faced by European schools in educating newly arrived refugee children. It highlights the importance of language in identity and learning, and critiques EU practices that fail to accommodate children’s diverse educational backgrounds, potentially reinforcing social exclusion.
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