NewsLetter #4
24 MAY 2024
01
Common space with prospective teachers and prisoners:
second year of implementation
During the academic year 2023-2024 curricular activities were designed, developed and implemented within 20 workshops of common space with prisoners and prospective teachers. The workshops included a variety of topics that were defined according to the inmate’s needs and desires, as they were discussed at the beginning of the project and revisited as the workshops progressed. The workshops were designed using an interdisciplinary approach and included topics such as geometry and the arts; language and drama; mathematics, drama and languages. Dialogue is a key element of this approach and it is encouraged both with verbal and non-verbal means. Language is practiced experientially, and enriched through emerging vocabulary and prompts to communicate. Introduction and discussion on geometry, mathematics and language topics would be followed by dialogue on gender roles and issues of social justice. During the final sessions we attempted to devise a play inspired by the things everyone learnt and others they wanted to explore. The performance, a show about solidarity, space traveling, adventure, witches and true friendship, was rehearsed for one month and performed for an audience of fellow inmates, administration and teaching staff with enthusiasm, confidence and a lot of smiles.
02
11th Workshop
17/10/2023
The 11th Workshop was the first workshop for the winter semester. It was an Introductory session in order to get to know youths who would participate in the project. Since young detainees who attend school are a fluid social group that may constantly change, team building activities are very important so as to include newcomers. During the 11th workshop we shared information about the project ACTinPRISON pointing out the main objective to deliver language and mathematics literacy interventions through arts-based and critical literacy approaches. Topics to be explored in the workshops were negotiated with the youths and background information concerning youths’ literacies, schooling experiences and relation to languages and mathematics were recorded so as to be taken into consideration in designing extra-curricular activities.
03
12th Workshop
26/10/2023
In the 12th Workshop our objective was to develop intercultural awareness of all participants, including female students and young detainees, while linking the topics of discussion with the previous sessions that were realized during the summer. We discussed song lyrics on gender relations. In addition, in the second part of the workshop we aimed to introduce mathematical literacy concepts starting with the identification of geometrical instruments and shapes. We explored, discussed and translated in different languages vocabulary on geometrical instruments and geometrical shapes (such as the concept of “concentric circles”). Finally, the students practiced with geometrical instruments that were to be used during the next workshop in order to design shapes on paper.
04
13th Workshop
09/11/2023
In Workshop 13 the aim was to devise their own inventions in a team-based manner. The participants had to discuss their ideas working together in small groups including both undergraduate students and young detainees. Employing an interdisciplinary perspective, and through a critical literacy lens we started discussing about inventions focusing on the wheel and on the invention of the internet. This led to a discussion about science. Important questions for reflection emerged in this context, such as “What do you think science is?”, “What is the role of the scientist?”, “What are the sciences involved in constructing inventions?”. We concluded through collaborative reflection that mathematics is a fundamental science for the invention of the wheel. Each group designed an innovative invention applying knowledge of using geometrical instruments and sharing existing knowledge on inventions relevant to the measurement of time (time machines), vision (innovative sunglasses) and other ideas that came up in the context of intercultural interaction.
05
14th Workshop
16/11/2023
This workshop started by presentations of the inventions designed in the previous session. Each group presented their artefact so as to include also youths that were not present last time. Afterwards, the participants joined different groups and each group had to study a set of multimodal texts (translated in different languages based on the linguistic repertoires of the youths) concerning “10 inventions which changed the world”. Focusing on reading comprehension and the development of oral discourse skills, youths studied collaboratively the texts and had the opportunity to comment on aspects of the inventions that were familiar or unfamiliar to them. Every student read aloud one short text and then we discussed all together about the importance of these inventions, and the impressions that different inventions made to each one.
06
15th Workshop
30/11/2023
During this workshop we discussed about one of Kandinsky’s paintings. At first, we tried to explore and imagine what the painting symbolizes/depicts. Each one shared his/her view and gave a title to the painting based on how he/she interpreted it. This painting was a trigger to start discussing about certain geometrical shapes and then about their construction. After observing the geometrical shapes within the painting, each youth chose one shape and tried to design it on paper using geometrical instruments. We also discussed about art and different perspectives and approaches to art, such as abstract art, and about the importance of the painting based on the spatiotemporal context it was created.
07
16th Workshop
04/12/2023
During the 16th workshop we focused on ‘Inter-artistry & Interculturalism’. Our objective was to develop the participants’ intercultural awareness as well as critical language awareness skills. Through an open dialogue with the participants we negotiated issues of social justice and gender relations sharing stories and examples from our own biographies, relationships, and incidents that led to imprisonment. In terms of language literacy skills, oral discourse was produced in Greek while encouraging the use of translanguaging and the practice of community interpretation. The environment was warm and encouraging for self-expression and team building using arts-based activities.
08
17th Workshop
07/12/2023
During the 17th Workshop we aimed to learn reading multimodal texts, such as maps and to orientate through a map. Focusing on multiliteracies and critical literacy this workshop encouraged the participants to familiarize with the terms North, South, East, West and recognize different countries and locations on maps. We discussed in groups and afterwards all together the notion of borders and their representations on maps. Producing oral and written language on topics discussed was a secondary objective of the workshop.
09
18th Workshop
14/12/2023
The 18th Workshop was a Christmas theme session that drew on multilingualism, interculturalism and ethnomathematics. The main activity was to write and exchange wishes on geometrical shaped cards after discussing the importance of Christmas celebration and relevant celebrations across cultures. The participants in small groups of both young detainees and young students created cards using geometrical tools and shared wishes in different languages.
10
19th Workshop
17/12/2023
During the 19th workshop we aimed to develop participants’ intercultural awareness. This was realized through presenting and discussing on the content of short movies, such as Eating in Paris, Unsung Hero, or the The Fantastic Flying Books of Mr. Morris Lessmore. All the prompts used created opportunities for various discussions and the participants enjoyed unlocking multimodal texts in a collaborative way.
11
20th Workshop
11/01/2024
The 20th Workshop was the first one of the new year, so it was important for us to develop anew a sense of belonging to the team, to explore the dynamics of the team since there were some changes in the participants (some had left, some new students had joined the team). After celebrating the beginning of the new year for our project sharing a cake, we had an initial conversation about what geometry is. Some of the questions we discussed upon were the following: What does geometry mean as a word? What is science? How do we think geometry is important? After noting down initial preconceptions and ideas about these key concepts we discussed about the objectives of the new cycle of workshops during the new year.
12
21st Workshop
18/01/2024
In the 21st Workshop we analysed the word geometry and explained the role of geometry in our lives. Since during the discussions of the previous workshops, the case of the Egyptian pyramids was mentioned, we prepared material for discussing about this topic that seemed to be of specific interest to the participants. Through the example of the Egyptian pyramids we tried to break down stereotypes about the superiority of Greek language and culture in mathematics science. One of the workshop objectives was to understand the relation between pyramids, mathematics and the interdisciplinary character of their construction (mathematics, astronomy). Using the maps we aimed to locate Egypt and Giza, where the pyramids discussed were emplaced and then to explore the idea of creating a pyramid ourselves.
13
22nd Workshop
25/01/2024
During the 22nd Workshop we aimed to create a square-based pyramid with cardboard. Through measuring-calculating and crafting with the use of cardboard, ruler and scissors our objective was to develop participants’ mathematic literacy skills in a practice-based, applied manner. After constructing the pyramid, they imprinted their linguistic repertoires on the artefact, reflecting on the process and sharing multilingual messages on the crafted pyramid that they placed on their space as an ornament. Feeling satisfaction for the outcome of the collaborative effort all the participants celebrated in small groups and shared stories from similar literacy events.
14
23rd Workshop
01/02/2024
As a follow-up to the 12th workshop, we worked on consolidating geometric concepts in the computer lab. The mathematician-researcher gave a presentation about geometric shapes and instruments. The languages he had included were Greek, English, Turkish, Farsi and Urdu in order to cover the language repertoire of most of the children. The activities were implemented using digital tools in small groups (students- prospective teachers). Most of the young prisoners had no difficulty in using computers and software, with the exception of a few, due to their insecurity in using these tools. However, this was overcome with the help and encouragement of the prospective teachers, as well as the willingness of other classmates to help them, which highlighted the empathy of the children and the team atmosphere that prevailed in each group.
15
24th Workshop
08/02/2024
In this workshop we worked with Pixel Art in a spreadsheet software and the children, who this time worked individually, were asked to design and colour in a worksheet various geometric shape, alongside the visual material of the teacher-researcher’s presentation, which helped them a lot, as it detailed the steps they had to follow. During the workshop, the young inmates were completely quiet and focused on the activities, which indicates that they attracted their interest and the children’s general preference for more practical and more interactive activities.
16
25th Workshop
15/02/2024
In the third workshop on mathematical literacy, a presentation was first given by the mathematical-researcher on the extension of flat shapes (2D) to solid shapes (3D) and how they are created from the former. The “geogebra” software tool was used to develop the solid shapes, enabling the young prisoners to modify and edit them. Among the activities was one that was a bridge to the 22nd workshop, as it connected flat geometric shapes with solids and with the pyramids of Egypt and the Louvre, but mainly their own pyramid that they had built in that workshop. The prospective teachers played a catalytic role in familiarising the children with the software, where they managed to work together very harmoniously, creating a safe communication and work environment.
17
26th Workshop
22/02/2024
In this workshop we focused on map orientation through the compass and on finding countries and cities in the three continents (Asia, Africa, Europe), in the wider Mediterranean region and mainly in their countries of origin (South West Asia, North Africa, Balkans and Greece), as a continuation of the 17th workshop. After a brief presentation on the compass and its usefulness, they were all then engaged in interactive orientation and geography activities on the maps displayed on the computer screens. There were children who were not aware of the existence of the compass, but all of them had made use of the GPS on their mobile phones – apparently some of them due to their migration from their countries to Greece, as was revealed by the discussion that took place. Their interest in specific activities was very high, as is always the case with these children, as a result of the long experience of the teacher-researcher in educational structures of penitentiary institutions.
18
27th Workshop
21/03/2024
The workshop includes the construction of kites, on the occasion of Carnival Day. For this activity, permission is given to go outside the classroom, in the prison yard, as kite flying requires outdoor space. In the first stage of the workshop, all members of the group form a large circle in the courtyard of the prison and the discussion begins with the search for the origin of the custom and its connection to memories and past experiences. At this stage the connection with childhood and the family ties that define it is evident. In the second stage of the workshop, we are divided into groups in order for each group to make its own kite. The materials available are: rice paper, A4 paper (in various colours), pencils, markers, crayons, straws, glue, scissors, string. Using these materials, each group creates its own kite, a process that enables the group members to interact, share personal stories and feelings, and feel part of the community. At the end, the groups present their creations.
19
28th Workshop
04/04/2024
This workshop starts with the presentation of the story of The Little Prince by Antoine de Saint-Exupery, through a video of a short narration of the book and the parallel use of a 3D book. While viewing the video, we paused at crucial points in the story in order to a) have group members discuss important issues that arose and were linked to reflections and emotions from everyday life and b) access obscure words and phrases. At the same time, where possible and relevant to the scene we were analysing, we showed 3D images from the book we had with us. The discussions were not only about the current scene we were analysing, but also about the group’s assumptions about the continuation of the story, as well as an attempt to rationalise the symbols in the context of the fiction. The discussion led to the crucial issue of the group members’ goals and dreams, focusing on reflection on how one sets goals according to existing circumstances and within what context initial goals can be changed, either within or outside the context of the prison. In the second stage of the workshop, we were divided into four groups, where each group, through improvisational practices, formed and presented to the plenary their own imaginary journey to an imaginary planet, inspired by the story of the Little Prince.
20
29th Workshop
11/04/2024
The workshop starts with techniques to activate and empower the group. In the first stage of the workshop, the imaginary stories drawn by the four groups in our previous meeting are presented, based on the story of the little prince. At the beginning, each group presented their story orally and then improvised the scenes they had thought up. After all four groups had presented their stories, then through the brainstorming technique, we discussed how these four stories could be brought together to form the unified plot of a play. Many suggestions were heard and several modifications were made to the original stories to find a way to link them together. This process was a group effort so we can claim that the writers of this play were all members of the group. After the process of connecting the four stories into a single four-scene story was completed, the focus was on the first and second scenes. The roles were shared and then through improvisation the dialogues were formed, cultivating skills in producing and understanding spoken and written language.
21
30th Workshop
18/04/2024
This workshop is a continuation of the previous workshop. We begin with a warm-up and group activation activity and recall of the first and second scenes of the play. We then focus on the development of the third and fourth scenes. In order to recall the content of the last two scenes of the play, the third and fourth groups re-present their stories. During the presentation, we take written notes on the plot, roles and dialogue of the scenes. After the content of the last two scenes was formed, the first attempt to theatrically connect all the scenes and dialogues was attempted. At this stage, the first form of the plot, roles, dialogues and written script had been formed, elements which were partially tweaked in the rehearsals that followed, until they took their final form and were presented to the audience.
22
University of applied sciences Windesheim
28/02/2024
The coordinator of the project Charoula Stathopoulou had the opportunity to present the ideas of the ACTinPRISON project at the University of applied sciences Windesheim in Zwolle (Netherlands) at February 28th of 2024.
23
IAIE Conference
26/03/2024
Maria Karazanou, Christos Govaris and Charoula Stathopoulou participated at the International Conference “Diversity, Equity, Inclusion and Belonging+ in Education to Transform Society” of the International Association for Intercultural Education-IAIE (26-28 March 2024, Chemnitz, Germany). They presented the paper entitled “Creative Intercultural Encounters: Participatory Theatre with Students/Prospective Teachers and Young Inmates from Different Cultural Backgrounds in a Greek Prison”.
24
Curriculum Studies and Spaces of Possibility
08/04/2024
Peter Appelbaum and Charoula Stathopoulou participated to the conference “Curriculum Studies and Spaces of Possibility” organized by The American Association for the Advancement of Curriculum Studies (AAACS) presenting the paper “ACTinPrison: Moving from Frozen Spaces to Possibility” shared with Roula Kitsiou, Vassiliki Chrysikou. The conference took place at Arcadia University (Glendside, PA, April 8-10, 2024).
25
CIEAEM 75
22/04/2024
The research team (Vaso Chrysikou, Roula Kitsiou, Maria Karazanou, Charoula Stathopoulou) presented at CIEAEM 75 (22-24 April 2024, Torino) a poster about the ACTinPRISON project. In the photos, the project coordinator talks to delegates.
26
ENEDIM 10
17/05/2024
Vasiliki Chrysikou, Ioannis Fovos and Charoula Stathopoulou participated at the 10th International Conference “Mathematics Education and Citizenship” organized by the Union of Researchers of Didactics of Mathematics (ENEDIM 10) (17-19 May 2024, Alexandroupoli, Greece). They presented both the ACTinPRISON project, and the paper entitled “Mathematics literacy in prison: Common spaces of interaction with young inmates and prospective teachers”.
The research project was supported by the Hellenic Foundation for Research and Innovation (H.F.R.I.) under the “2nd Call for H.F.R.I. Research Projects to support Faculty Members & Researchers” (Project Number: 4164)