Ψυχοκοινωνικές ταυτότητες εφήβων μεταναστών/στριών μαθητών/τριών και κινηματογραφική εκπαίδευση: Η συμβολή της σχεσιακής ψυχανάλυσης

Abstract

According to the European Cultural Foundation (2019) “Migrants have entered European countries, but they haven’t entered the public sphere. When they do, it is as characters in other people’s stories - desperate faces, surging hoards and floating bodies - something ‘other’. We rarely hear from migrants as experts or legitimate voices” . The present paper is a theoretical approach based on a doctoral action research project applying ethnographic study and combining visual methods, observation, and qualitative interviews, with migrant adolescents attending a NGO placement, to deepen our understanding of refugee experience from children's and youth's own cultural and contextual viewpoints. This paper, forming part of a doctoral research, focuses on the use of relational psychoanalysis (splitting, transitional space, being embedded) and critical pedagogy as a way of calling refugee youth to negotiate issues of strengths and identity development, of safe relationships, of liaison with their current communities and of cultural roots. The current article is ultimately interested in introducing the use of film texts for school communities with refugee adolescents, capitalizing on relational psychoanalytic tools and critical pedagogy to explore ways of cultural dialogue, given the fact that film education has not been adequately developed in Greek schools, along with a lack of nationwide training programs for teachers and of film education provision in initial teacher education.