Επεξεργαζόμαστε τις μαρτυρίες (στις αρχές του 20ου αιώνα) που αφορούν το θέμα της βίαιης εξολόθρευσης των Ελλήνων και άλλων αυτόχθων αλλοεθνών του Πόντου και της Μικρά Ασίας που άρχισε με την εξαφάνιση των νεολαίων-ανδρών στα εργατικά τάγματα και συνεχίστηκε με τις μαζικές σφαγές, τις μαζικές εκτοπίσεις και τον απαγχονισμό. Η Μάστιγα του Τρομερού Φόβου, τρομοκρατία, συνεχής τρόμος, ο αφανισμός όλων των στοιχείων που δεν είναι καθαροί Μουσουλμάνοι, δικτατορία, μίσος, εξολόθρευση, σφαγές, πρόσφυγες, βάναυσα βασανιστήρια, βίαιες εκτοπίσεις, εχθρότητα, εξόντωση, περιφρόνηση, λιμοκτονία, κ.α. Αυτούς τους όρους, μεταξύ άλλων, χρησιμοποιεί στο άρθρο της με τίτλο «Ο Κουτσός Δήμαρχος της Κερασούντας», η Blanche Norton, Αμερικανίδα περιηγήτρια-ιατρός στην Τραπεζούντα, στην Κερασούντα, στην Κωνσταντινούπολη, στο Καραχισάρ και στο Μπουλανκτζάκ, για να περιγράψει την κατάσταση των Ελλήνων και των Αρμενίων  της Μικρά Ασίας και του Πόντου, και όχι μόνο.   «Όσον αφορά τους πρόσφυγες, τι μπορώ να πω γι’ αυτούς τους ανθρώπους που δεν έχει ήδη ειπωθεί, και ποιες λέξεις είναι αρκετά δυνατές για να τους ζωγραφίσουν στους Αμερικανούς, οι οποίοι ποτέ δεν έχουν δει πρόσφυγα; Πριν το πόλεμο η πόλης κατοικούταν από Έλληνες. Τώρα, υπάρχουν μόνο 200, οι περισσότεροι γυναίκες και παιδιά που επέστρεψαν μετά από μεγάλη περιπλάνηση. Στους δρόμους έβλεπα ομάδες θλιμμένων και ταλαιπωρημένων ανθρώπων, άστεγοι[...] » (Blanche Norton, 1922: 289-290)  Η Αμερικανίδα ιατρός του Near East Relief, στο άρθρο της, που δημοσιεύτηκε στις 4 Απριλίου του 1822, καταγγέλλει και καταδικάζει για τον αφανισμό όλων των στοιχείων που δεν είναι Μουσουλμάνοι ή καθαροί Μουσουλμάνοι, όχι μόνο τους Τούρκους, αλλά «την ιμπεριαλιστική Βρετανία, την ιμπεριαλιστική Γαλλία, την ιμπεριαλιστική Ελλάδα και την αδιάφορη Αμερική.» Η Αγγλίδα περιηγήτρια-συγγραφέας, Dorina L. Neave στο έργο της «Είκοσι-Έξι Χρόνια στο Βόσπορο» (1933:174,179),  υποστηρίζει ότι «Επικρατούσε ένα τρομερό καθεστώς τρομοκρατίας, μία τρομερή κατάσταση τρομοκρατίας [...] Η κυριαρχία της Τρομοκρατίας στην Τουρκία σκανδάλιζε και συγκλόνιζε ολόκληρο τον κόσμο […] θύμιζε την χειρότερη τρομοκρατία του Μεσαίωνα». Η δημοσιογράφος-περιηγήτρια Lady Dorothy Mills από την Άγκυρα γράφει: «Ο Τούρκος έχει αποδειχθεί ότι είναι ένας άνδρας πολέμου [...] έχοντας κερδίσει με πόλεμο μία χώρα, νομίζει ότι εκείνη μπορεί να διοικείται από μόνη της. Στην περίπτωση των Αρμενίων και των Ελλήνων, και άλλων εμπορικών λαών που έκαναν τόση μεγάλη ευημερία για την Τουρκία, ο Τούρκος ικανοποιήθηκε να τους πετάξει στη θάλασσα, αντί να χρησιμοποιήσει προς όφελός του για τα χαρίσματά τους και τις ικανότητές τους στο εμπόριο.» 

Violence and Racism in sport under the spotlight Sport federations, academics, politicians, and NGOs alike are sounding the alarm over the increase in violence and racism linked with sport events. In recent years we have seen many manifestations of racial intolerance and violence at football matches, converted into stages for regional and identity conflicts: (1) In Spain, racist right-wing supporters mocked and taunted black players. (2) In Greece, an Albanian fan was stabbed to death by a Greek at a qualifying match for the World Cup. (3) A referee was slashed by a missile at the Champions League match between Roma and Dynamo Kiev. (4) In the Netherlands, Dutch fans threw a smoke bomb into the Portuguese goal and firecrackers on to the pitch, hitting one of the players at the UEFA Cup match between Feyenoord of Rotterdam and Sporting Lisbon of Portugal. (5) German police used clubs and riot gas to arrest 46 fans after a minor regional league match between SSV Ulm of Germany and visiting FC Normannia Gmuend of Switzerland. (6) The violence in Milan, when two bitter rivals, Inter and AC, played in the quarter-finals for the Champions League, the top European club tournament, and (5) riots, such as those in the cities of Leipzig (Germany) and Catania (Italy), are the reason why the EU ministers responsible for sport are now closely studying the issue of sport and violence. Instead of focusing on enjoying sports, teaching youth pro-social attitudes and values through sports, or in reaping physical benefits, and instilling a lifelong involvement in athletics, we have been witnessing a notable increase of violent behaviour in stadiums, dehumanizing racist and xenophobic attitudes, hooliganism, doping, corruption, cheating, wheeling-and-dealing, political interference as well as the influence of big business, the media, sponsors, etc. Has sport lost its fun, and its positive social impact and values? Is it geared exclusively toward winning at all costs, and supporting obsessive competitiveness that leads to violence and racial conflicts?

Following the riots in France, officials in Brussels had to concede that after 50 years of immigration policies the assimilation of immigrants has not been achieved. In recent years we have seen many manifestations of racial intolerance and violence at football matches, converted into stages for regional and identity conflicts. The impact of globalization on racism and xenophobia has generated international discourse concerning the need to integrate Peace Education in schools and communities around the globe. This paper examines the holistic education model, namely the holistic school-change model and experience of the American Peace Games Organization (Peace Games), an NGO that supports and inspires a new generation of educators, volunteers and activists in becoming peacemakers through curriculum, social action, service-learning activities and civic engagement. Subsequently, it identifies the role of public education as an incubator and laboratory for democracy, taking into account the first Peace Education Seminars recently held in Greece, where a core group of peacemakers—regional trainers from Greece, Turkey, Cyprus and Bosnia— combined their experience and expertise. The purpose of the seminars, organized by Women’s Initiative for Peace (WINPEACE), was to introduce the concept as well as the process of sensitizing key stakeholders and decision-makers on the importance of integrating Peace Education into the public school system and the surrounding community. This paper argues that Peace Education should be incorporated into future reforms, in educational policies and practices— integrated into all subjects, classrooms, schools and communities, and not only. Furthermore required is international- interdisciplinary research and collaborations with organizations and institutions— such as Peace Games, Olympism or Olympic Education (peace education) and the IOC as well as activities such as those of games and sports, specifically the power of play— in order to raise awareness concerning the core values of peace, i.e. promoting multiethnic understanding, respect for ethnic diversity, cross-cultural cooperation, gender equality, non-violent conflict resolution and democratic decision-making, while fostering intergenerational connections and intergenerational interactions. Ultimately, networking or partnerships between international organizations, institutions, universities and NGO’s could prove invaluable, in view of today’s increasing multi-ethnic diversity, multiculturalism and rising violence in public schools and sport arenas. Incontestably, the ‘globalization of peace’ through Peace Education requires allies and networks..   Keywords: collaborative games, a holistic school change model, multicultural awareness, non-violent conflict resolution, ethnic diversity, civic engagement, active agents, ageappropriate curriculum, service-learning activities, “Peacemaker Projects”, cross-cultural understanding, intergenerational activities/projects, an ethos of peacemaking, Peace Education/Pedagogy.

Καμπερίδου, Ε. (2008). Κοινωνικό Φύλο, Φυσική Αγωγή και Αθλητισμός. Πανεπιστημιακές Σημειώσεις του μαθήματος επιλογής «Κοινωνικό Φύλο και Αθλητισμός» του ΤΕΦΑΑ. Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών- Εκδόσεις ON DEMAND A.E.ΔΕΙΓΜΑ/SAMPLE ATTACHED----------------------------------------------------------- Καμπερίδου, Ειρήνη. (2008). Κοινωνικό Φύλο, Φυσική Αγωγή και Αθλητισμός [Gender, Physical Education and Sport] (102 σελίδες). Πανεπιστημιακές Σημειώσεις για μάθημα επιλογής ΚΟΙΝΩΝΙΚΟ ΦΥΛΟ & ΑΘΛΗΤΙΣΜΟΣ, Αθήνα: Εθνικό & Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Εκδόσεις ON DEMAND A.E.Abstract fylofysikiagogikaiathlitismos2008.compressed.pdf  

Gender-constrained educational choices, traditional-anachronistic perspectives, the life-work balance or rather imbalance, the lack of affordable child care facilities, the glass ceiling, the leaky pipeline, among other things, have contributed to the declining interest of Greek women in science and technology. This paper focuses on the factors that contribute to Greek women’s non-engagement or under-representation in ICT related fields, such as computing. It examines the gender-constrained institutions in Greece while providing an overview of the gender distribution in scientific research and in the Greek academia, where only about one third (27%) of the teaching staff in universities are women. Digital illiteracy has been detected amongst university students in Greece, over half of which are women, as well as amongst primary and secondary school teachers throughout the country who explicitly express a technophobic unwillingness to use computers in their classrooms, although they claim to agree on their significant educational value and usefulness. Although the Greek Ministry of Education had implemented the training of 76,000 teachers in ICTs, it seems to have failed to reach the aspired levels of effectiveness, in a society where the participation of women in the teaching profession—primary and secondary education—is over 50%. The majority of the respondents from rural, agricultural,  urban areas of Greece claim that they have not benefited by the technology classes or computer lessons they had received in high school, and not only. The gender variable plays a decisive role in the development of attitudes, i.e. the use of computers or the internet as a tool may be gender-neutral, however access to and motivation of use is gender-constrained. The Greek public school system’s inadequate technological infrastructures, deficiencies in the vocational orientation of students and the continuous techno-education of teachers, the lack of collaboration of the education system with the employment sector and the ICT industry— along with the family-career imbalance, namely the incompatibility of private life and career which is essentially a female problem— have made it impossible for the gender subject to keep up with the accelerated speed of technological developments. An ‘Education-Engagement-Retention Action Plan’ is required to change attitudes and promote women in science and technology, in the academia, etc.: (1) Child care facilities, flexi-hours, family support programmes, and a family-friendly working environment. (2) The establishment of an attractive open labour market that recruits and retains women in science and technology.

DOI: 10.13140/RG.2.1.2821.0725Full pdf (proceedings and article) in Research Gate (RG)--------------------------------------------------------------------------------------------------------- Gender-constrained educational choices, traditional-anachronistic perspectives, the life-work balance or rather imbalance, the lack of affordable child care facilities, the glass ceiling, the leaky pipeline, among other things, have contributed to the declining interest of Greek women in science and technology. This paper focuses on the factors that contribute to Greek women’s non-engagement or under-representation in ICT related fields, such as computing. It examines the gender-constrained institutions in Greece while providing an overview of the gender distribution in scientific research and in the Greek academia, where only about one third (27%) of the teaching staff in universities are women. Digital illiteracy has been detected amongst university students in Greece, over half of which are women, as well as amongst primary and secondary school teachers throughout the country who explicitly express a technophobic unwillingness to use computers in their classrooms, although they claim to agree on their significant educational value and usefulness. Although the Greek Ministry of Education had implemented the training of 76,000 teachers in ICTs, it seems to have failed to reach the aspired levels of effectiveness, in a society where the participation of women in the teaching profession—primary and secondary education—is over 50%. The majority of the respondents from rural, agricultural,  urban areas of Greece claim that they have not benefited by the technology classes or computer lessons they had received in high school, and not only. The gender variable plays a decisive role in the development of attitudes, i.e. the use of computers or the internet as a tool may be gender-neutral, however access to and motivation of use is gender-constrained. The Greek public school system’s inadequate technological infrastructures, deficiencies in the vocational orientation of students and the continuous techno-education of teachers, the lack of collaboration of the education system with the employment sector and the ICT industry— along with the family-career imbalance, namely the incompatibility of private life and career which is essentially a female problem— have made it impossible for the gender subject to keep up with the accelerated speed of technological developments. An ‘Education-Engagement-Retention Action Plan’ is required to change attitudes and promote women in science and technology, in the academia, etc.: (1) Child care facilities, flexi-hours, family support programmes, and a family-friendly working environment. (2) The establishment of an attractive open labour market that recruits and retains women in science and technology.

Kamberidou, I. (2008). ‘Eliminating the Leaky Pipeline: Sustaining-Normalizing-Engendering Women's Careers as Academics, Researchers and Professionals in Engineering, Computers and the Sciences’. Presentation at the UNICAFE Dissemination Conference "Beyond the Glass Ceiling: Women Academics in Engineering, Technology and Life Sciences across Europe", November 12-13, 2008, venue: Istanbul Technical University, Faculty of Architecture. Sixth Research Framework Programme of the European Union SAS6-CT-2006-036695 (http://www.womenacademics2008org). ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- My presentation discusses the obstacles that female students face as they attempt to access higher education and achieve success and propose an action plan. Such an action plan requires  Innovative strategies that facilitate academic achievement;  teacher-training to learn innovative, practical and successful  strategies that can be implemented at their institutions  that will enable them to help women students  overcome obstacles on their  path towards a college degree; promoting institutional policies that support retention efforts; financial aid; developing corporate and community partnership; creating a campus atmosphere that promotes engagement and success, among other things  Focusing on the factors that contribute to Greek women’s non-engagement and under-representation in engineering and technology, and in particular the technological gender gap or digital divide in the knowledge economy, this presentation will examine the ‘gendered’ educational institutions in Greece while providing an overview of the gender distribution in the Greek academia.  Undeniably, the overall participation of women in engineering, science and technology is low. Women still comprise a minority in the Greek academia, and especially in the higher academic hierarchies. The ‘genderedness’ of educational institutions in Greece, traditional perspectives, the glass ceiling, the leaky pipeline, the life/work balance or rather imbalance, the lack of affordable child care facilities, among other things, have contributed to the declining interest of women for engineering and technology study programs. Irrefutably education is the place to start, given that socially inclusive educational systems and equity policies are key variables to responding to global change, however it is not enough. Promoting new pedagogical applications as well as recruiting or recognizing the largely untapped pool of talent  What is vital is retention. Retaining, women in their careers in engineering, in science and technology, and in R&D, in addition to increasing their participation in leadership— from decision-making to execution phases— in the light of demographic pressures, aging populations and the low levels of immigration tolerance around Europe. Retention requires the establishment of nurturing inclusive workplace cultures, supportive and socially inclusive working environments, the application of best practices, sustainable diversity efforts and ‘sensitivity’ training to raise awareness. Enhancing conditions for research and innovation in Europe calls for inclusive organizational cultures that allow women to function at their full potential for the benefit of their organization/institution, thereby reproducing female participation.    

WHEN CITING:   

1. Καμπερίδου, Ρένα (2008). Το 'Σκοτεινό' Κοινωνικό Κεφάλαιο του Αθλητισμού:  η γυάλινη οροφή και  'ο αγωγός διαρροής' .  Ημερίδα «Γυναίκες και Αθλητισμός», Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών του Διατμηματικού Προγράμματος Σπουδές Φύλου και Ισότητας στις Κοινωνικές και Πολιτικές Επιστήμες, αμφιθέατρο "Σάκη Καράγιωργα", Πάντειο Πανεπιστήμιο, Λ. Συγγρού 136, Νέο Κτήριο, 11 Ιουνίου 2008. DOI: 10.13140/RG.2.1.2277.3600 , ΒΙΒΛΙΟ ΠΡΑΚΤΙΚΩΝ Ι.2.1 in Apella Επίσης βλ. http://www.genderpanteion.gr/gr/2008pdf/imerida11062008.pdf    

•  Kamberidou, I. (2008). 'Dark' Social Capital in Sport: the glass ceiling and the leaky pipeline. Presentation [keynote speaker: http://www.genderpanteion.gr/gr/2008pdf/imerida11062008.pdf] at the “WOMEN AND SPORT” Seminar, Panteion University of Social and Political Sciences. Gender Studies Centre of Panteios University, Athens, Greece: http://www.genderpanteion.gr/gr/2008pdf/imerida11062008.pdf , http://www.genderpanteion.gr/gr/dialsem\_im.php [presentation in Greek].  I.2  in Apella. Also see I.2.2 in Apella), and Book of Abstracts in Ι.2.1

Violence and Racism in sport under the spotlight Sport federations, academics, politicians, and NGOs alike are sounding the alarm over the increase in violence and racism linked with sport events. In recent years we have seen many manifestations of racial intolerance and violence at football matches, converted into stages for regional and identity conflicts: (1) In Spain, racist right-wing supporters mocked and taunted black players. (2) In Greece, an Albanian fan was stabbed to death by a Greek at a qualifying match for the World Cup. (3) A referee was slashed by a missile at the Champions League match between Roma and Dynamo Kiev. (4) In the Netherlands, Dutch fans threw a smoke bomb into the Portuguese goal and firecrackers on to the pitch, hitting one of the players at the UEFA Cup match between Feyenoord of Rotterdam and Sporting Lisbon of Portugal. (5) German police used clubs and riot gas to arrest 46 fans after a minor regional league match between SSV Ulm of Germany and visiting FC Normannia Gmuend of Switzerland. (6) The violence in Milan, when two bitter rivals, Inter and AC, played in the quarter-finals for the Champions League, the top European club tournament, and (5) riots, such as those in the cities of Leipzig (Germany) and Catania (Italy), are the reason why the EU ministers responsible for sport are now closely studying the issue of sport and violence. Instead of focusing on enjoying sports, teaching youth pro-social attitudes and values through sports, or in reaping physical benefits, and instilling a lifelong involvement in athletics, we have been witnessing a notable increase of violent behaviour in stadiums, dehumanizing racist and xenophobic attitudes, hooliganism, doping, corruption, cheating, wheeling-and-dealing, political interference as well as the influence of big business, the media, sponsors, etc. Has sport lost its fun, and its positive social impact and values? Is it geared exclusively toward winning at all costs, and supporting obsessive competitiveness that leads to violence and racial conflicts?

One in two Europeans is xenophobic and one in three is racist, according to a survey conducted by the European Monitoring Centre on Racism and Xenophobia (EUMC). Following the riots in France, officials in Brussels had to concede that after 50 years of immigration policies the assimilation of immigrants has not been achieved. In recent years we have seen many manifestations of racial intolerance and violence at football matches, converted into stages for regional and identity conflicts. The impact of globalization on racism and xenophobia has generated international discourse concerning the need to integrate Peace Education in schools and communities around the globe. This paper examines the holistic education model, namely the holistic school-change model and experience of the American Peace Games Organization (Peace Games), an NGO that supports and inspires a new generation of educators, volunteers and activists in becoming peacemakers through curriculum, social action, service-learning activities and civic engagement. Subsequently, it identifies the role of public education as an incubator and laboratory for democracy, taking into account the first Peace Education Seminars recently held in Greece, where a core group of peacemakers—regional trainers from Greece, Turkey, Cyprus and Bosnia— combined their experience and expertise. The purpose of the seminars, organized by Women’s Initiative for Peace (WINPEACE), was to introduce the concept as well as the process of sensitizing key stakeholders and decision-makers on the importance of integrating Peace Education into the public school system and the surrounding community. This paper argues that Peace Education should be incorporated into future reforms, in educational policies and practices— integrated into all subjects, classrooms, schools and communities, and not only. Furthermore required is international- interdisciplinary research and collaborations with organizations and institutions— such as Peace Games, Olympism or Olympic Education (peace education) and the IOC as well as activities such as those of games and sports, specifically the power of play— in order to raise awareness concerning the core values of peace, i.e. promoting multiethnic understanding, respect for ethnic diversity, cross-cultural cooperation, gender equality, non-violent conflict resolution and democratic decision-making, while fostering intergenerational connections and intergenerational interactions. Ultimately, networking or partnerships between international organizations, institutions, universities and NGO’s could prove invaluable, in view of today’s increasing multi-ethnic diversity, multiculturalism and rising violence in public schools and sport arenas. Incontestably, the ‘globalization of peace’ through Peace Education requires allies and networks..   Keywords: collaborative games, a holistic school change model, multicultural awareness, non-violent conflict resolution, ethnic diversity, civic engagement, active agents, ageappropriate curriculum, service-learning activities, “Peacemaker Projects”, cross-cultural understanding, intergenerational activities/projects, an ethos of peacemaking, Peace Education/Pedagogy. ..............................when citing: Kamperidou, Irene (2008). Promoting a Culture of Peacemaking: Peace Games and Peace Education. International Journal of Physical Education (IJPE). Issue 4/2008: 176-188.

FYLOPAEDIA («Φύλο και Αθλητισμός») στον «κατάλογο με τις περισσότερες αναφορές»  “Αυτή η σελίδα έχει προσπελαστεί 2.229 φορές” (τελευταία πρόσβαση 24/9/2014  Αφορά το λήμμα: Καμπερίδου, Ειρήνη (2008). «Φύλο και Αθλητισμός». FYLOPAEDIA-Φύλο Παιδεία. Ηλεκτρονικό Εγκυκλοπαιδικό Λεξικό του Προγράμματος ΘΕ.ΦΥΛ.ΙΣ., Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών. (www.thefylis.uoa.gr/fylopedia)  http://www.fylopedia.uoa.gr/index.php?title=%CE%9A%CE%B1%CF%84%CE%B7%CE%B3%CE%BF%CF%81%CE%AF%CE%B1:%CE%9B%CE%AE%CE%BC%CE%BC%CE%B1%CF%84%CE%B1

1. Καμπερίδου, Ε. (2008). ‘Νεομάρτυρες της Σμύρνης: «ο Ξεδιάντροπος Ζυγός»’ (1816). Φιλοσοφία & Παιδεία, 46, 33-37. I.4 in Apella

• Kamberidou, I. (2008). Neo-martyrs of Smyrna and the ‘Turkish yoke’ (1816). Philosophy & Education (EKDEF), issue  46, Jan. – April 2008,  33–37.   I.4 in Apella

This study focuses on the importance of Dance— and its relationship to music, poetry and gymnastics— as a means and an element of education in the historical context of the classical period (5th-4th centuries B.C.) Certainly Greek literature and archaeological finds provide a rich source for the study of dance as a social and cultural phenomenon (Plato, Aristotle, Xenophon, Demosthenes, Herodotus, et al.). As a socio-cultural expression it reflected all personal, private, group, religious, and public emotions, in other words all joys, grief and major events in the daily life of the people and the state. Dance was considered a divine inspiration in which women, men and children participated The festivals in each Greek city were regarded as “the most humane and kindly institutions in their life” and the gods, were worshipped at these festivals “not in sadness, but with joy”(Mahaffy, 1879:79). During the era of Pericles, renowned figures, such as Sophocles, Epaminondas, Aeschylus and Aristophanes danced in front of audiences. ‘Professionalization’, namely dance masters/instructors enjoyed the highest esteem, professional dancers excelled, and the state encouraged, or rather financially supported the public to attend the theatre. In contrast to the gender exclusion in the palaistras where adolescent males exercised and received dance lessons, as well as the non-participation of women in athletic competitions— with the exception of Sparta— women in the 5th and 4th centuries B.C. participated in the dance process and were allowed to join in the dance processions to honor the gods, goddesses, deities, local or deceased heroes, athletic heroes, etc.   Keywords: dance as a socio-cultural expression, education of mind and soma (body), “the joy of dance” (Terpsichore), gender and dance, “free citizens with useful bodies” (Plato), professionalization, dance professionals.