Background, General Knowledge, Scientific Area, Skill Development

·         the different concepts and types of victimization,

·         the categorizations of victims and the different theoretical views with which the phenomenon of victimization is approached,

·         the principles, guidelines and implementation of victim prevention and response policies, the nature and characteristics of the respective programs,

·         the concept, definitions and procedures of restorative justice, its evolution over time and the key trends that are developing within it,

·         its foundations, basic principles and its relation to the contractual administration of criminal justice,

·         the basic distinctions of restorative justice based on their reference framework.

·         the basic criteria for evaluating the effectiveness of rehabilitation interventions and programs.

·         Finally, they will be able to contribute to policy planning and the implementation of general and specific victim prevention and response programs, utilizing good practices of restorative justice (peaceful conflict resolution, out-of-court settlement, mediation, etc.).

The course is part of the field of forensic science and anti-crime policy. These are the courses “Criminology”, “International and Greek Penitentiary Policy”, “Criminal Phenomenon and Formal Social Control”, “Crime Policy and Globalization”, “Youth, Crime and Criminal Repression”, “Security and Human Rights”, and “Restorative Justice” and “Special Issues in Criminal Justice and Crime Policy”, which deal with criminal phenomena. With these courses, students acquire knowledge of theoretical and applied crime policy, which includes the range of measures that are established and implemented in order to prevent and suppress crime. Also, the interested parties are preparing for a more systematic involvement with forensic sciences at postgraduate level.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Production of new research ideas

Critical thinking

Equity and Inclusion

Promoting free, creative and inductive reasoning

The course focus on the victim as a social agent of crime, the procedure of victimization, the perpetrator-victim relationships, the interactions between victim and criminal justice services during the award process and the connection of victims with social groups and institutions such as the media, various professional and political bodies and social movements.

The subject of the course is the conceptual identification of the victim (person or who suffers physical, psychological or financial damage or loss from some illegal, damaging or destructive human activity or from phenomena that cannot be controlled by the victim himself) and the examination of its position in the various forms of occurrence of the criminal phenomenon and its role in the social and criminal treatment of this phenomenon and victimization. In this context, current trends in out-of-court conflict resolution and in particular remedial justice as an alternative or complementary way of administering justice are examined.

Course Outline:

• Historical background (sacrifice, “expulsion”, retaliation, compensation, and arbitration). The emergence of criminological victimology and human rights victimology. The theoretical currents of victimology.

• Primary, secondary and tertiary victimization – From the guilty victim (the victim responsible for his victimization) to the asymmetric relationship or situation (the differentiated distribution of power as a necessary victimization condition).

• The position and participation of the victim in the criminal proceedings. The civil suit. Criminal and social protection for victims – Initiatives by international organizations to support victims. Restorative and conciliatory justice – mediation.

• Victim research and measurement of crime and victimhood. Methodology, comparisons, data processing. Extent and forms of victimization – Characteristics of victims. Fear of crime – fear of victimization and insecurity. Consequences of the fear of crime and reactions to reduce it.

• Concepts and definitions of restorative justice. Distinction between restorative and restorative justice and their relationship with Peacemaking Criminology. Restorative justice as a movement. The model of compensatory justice versus the model of restorative justice.

• Historical background: from Aristotle to modern forms of restorative justice. Trends in criminology that have favored the formation of modern restorative justice: victimology, abolition, Community standards of anti-crime policy.

• Basic principles of restorative justice. The victim in the spotlight, the role of the offender and the community. Distinguishing personal truth from judicial truth. Mechanisms and procedures of restorative justice.

• Examples of modern applications of restorative justice: Australia and New Zealand. Restorative justice as another way.

• Examples of modern applications of restorative justice: The case of Northern Europe and America. Restorative justice as complementary to the Justice System.

• Restorative justice in Greece: Institutional framework, crime categories, procedures, support mechanisms.

• Evaluating the effectiveness of restorative justice: categories of offenses, obstacles to implementation, advantages and disadvantages.

• The course specifically introduces certain forms of traditional and structural victimization (domestic violence, violence in the school environment, human trafficking, social exclusion, state violence) either through student work or through discussions involving special guests. In addition, specific categories of application of restorative justice in Greece (treatment of juvenile offenders, crimes against the environment) are presented through discussions with special guests.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

1) The elaboration of an assignment-paper

2) The presentation of an assignment

3) The written examination.

Preparation and presentation of assignments:

The criteria for writing academic papers, assignments essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. The use of ICT is necessary in the presentation.

Cohen, S. (2021), States of denial: Learning about atrocities and pain, translated by Sofia Spyrea, Athens: Topos Publishing

Course file (texts, reports, articles) posted in e-class.

Additional- in Greek:

Andrianakis E. (2001): Victimology, Athens-Komotini: Α.Ν. Sakkoulas.

Artinopoulou V., Magganas A. (1996), Victimology and aspects of victimization, Athens: Nomiki Vivliothiki.

Artinopoulou, V. (2006), Domestic abuse of women, Athens: Nomiki Vivliothiki.

Artinopoulou, V. (2010), Restorative Justice, Athens: Nomiki Vivliothiki.

Vidali, S. (2007), “Crimes of the state: Neither security nor freedom”, Honorary volume for Ioannis Manoledakis. II Studies in Criminal Law-Criminology-Crime History, Athens – Thessaloniki: Sakkoulas.

Daskalaki I., Papadopoulou P., Tsabarli D., Tsiganou I., Fronimou E. [ed.] (2000): Criminals and victims at the threshold of the 21st century, Athens: National Center for Social Research.

Dimopoulos Ch. (2006), Introduction to Victimology, Athens: Nomiki Vivliothiki.

Zarafonitou Ch. (2002), The fear of crime, Athens – Komotini:  A.N. Sakkoulas.

Zarafonitou Ch. (2008), Punitiveness. Athens: Nomiki Vivliothiki.

Karydis V. (2004), The invisible criminality, Athens – Komotini: A.N. Sakkoulas

Symeonidou-Kastanidou E. / Chankova D./Giménez-Salinas E. (2013), Restorative Justice in Criminal Matters: Towards a New European Perspective, Athens-Thessaloniki: Sakkoulas

Sykiotou, A. (2006), “The concept of the victim in human trafficking”, PoinCh 2006, p.684 ff.

Sykiotou, A. (2006), “The difficulties and the importance of recognizing a person as a victim of human trafficking”, contribution to the honorary volume in honor of I. Farsedakis. Pre-publication in the journal Criminology, (1) 2009, pp. 25-34.

Sykiotou, A. (2009), The Internet as a vehicle of victimization, Athens: Ant. Bag.

Tsiganou I., Daskalaki I., Tsabarli D. (2004), Images and representations of violence in the Greek school, Athens: Nomiki Vivliothiki.

Chouliaras, A. (2015), “Human Rights, State Crime and International Criminal Justice”, in V. Karydis and A. Chouliaras (eds.), Ethical Panic, Power and Rights: Contemporary Approaches, Athens-Thessaloniki: Sakkoulas, pp. 181-207.

In other languages

Brennan I. and Johnstone G. (2019): Building Bridges: Prisoners, Crime Victims and Restorative Justice, Eleven International Publishing.

Burford G., Braithwaite J. and Braithwaite, V. (2019): Restorative and responsive human services, N.Y: Routledge.

Chouliaras, A. (2010), “The reason of state:  theoretical  inquiries  and  consequences for the criminology of state crime” in  W.  Chambliss, R.   Michalowski, and R. Kramer (eds.), State Crime in the  Global Age, UK-USA: Willan Publishing, 2010, pp. 232-246.

Cohen, S. (2001), States of Denial: Knowing About Atrocities and Suffering. Cambridge: Polity Press

Daigle L. (2013): Victimology. The Essentials, London: Sage.

Davis F.E. (2019): The Little Book of Race and Restorative Justice: Black Lives, Healing, and US Social Transformation (Justice and Peacebuilding), N.Y: Good Books.

Dignan J. (2005): Understanding Victims and Restorative Justice, Open University Press, Maidenhead

Goodey J. (2005): Victims and Victimology, Harlow: Pearson Education.

Green, P., Ward T. (2004), State Crime. Governments, Violence and Corruption, London: Pluto Press

Johnstone G., van Ness D. (2006): Handbook of Restorative Justice, Willan, Devon.
Johnstone G. (2012): A Restorative Justice Reader, Oxford: Routledge

van Dijk J, van Kesteren J, Smit. P. (2008): Criminal Victimisation in International Perspective, Devon: Willan.

Walklate S. (ed) (2007): Handbook of Victims and Victimology, Cullompton, UK, and Portland: Willan

Zehr H. (2015): Changing Lenses: restorative justice for our times, Harrisonburg: Herald Press.

written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.

The assignments done during the semester are taken into account as supporting the grade of the written exams (reinforcement up to 3 points). To measure the support grade, it is required to obtain a grade that can be passed in the written exams (at least 5).

Throughout the examination it is possible to communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who have this right and have declared it to the secretariat can be examined orally, on the same topics as those of the written examinations.

Background, GeneralKnowledge, Scientific Area, Skill Development

• to introduce students to new learning environments with the use of new technologies and their applications in the teaching of social science courses

Upon successful completion of the course students will be able to:

• recognize and describe modern applications of new technologies in learning and communication, for social science courses in the classroom environment but also in various alternative learning environments ( from ‘ distance education, virtual environments etc)• distinguish the possibilities / advantages of ICT applications in teaching and learning • explain the basic concepts of new learning and communication technologies and their connection with modern developments as well as the historical development of technology in the educational context • recognize the new role and the prospects of the teacher in the age of information society• use new technologies – ICT in the classroom in relation to different learning theories and design a learning process by integrating new learning and communication technologies into Social Science courses • integrate applications of new technologies into a learning environment inside and outside the real • develop best practices for the use of New Learning and Communication Technologies with Social Issues • create instructional scenarios for specific Social Science courses and learning series using ICT that promote learning and interaction in the wider learning environment •

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

·         Autonomous work

·         Search, analysis and synthesis of data and information, using the necessary technologies

·         Work in an interdisciplinary environment

·         Production of free, creative and inductive thinking

·         Exercise criticism and self-criticism

2. Digital technologies as tools with cognitive potential

3. ICT in teaching and learning

4. Pedagogical planning: Educational scenarios with ICT- Lesson plan

5. Pedagogical planning: Teaching strategies and learning activities with ICT

6. The applications of the internet in teaching and learning –(Photodendro-googleclassroom-moodle)

7. The applications of the participatory internet -WEB2.0 in teaching and learning-Online open learning portals MOOCs-Coursera

8. ICT as systems of symbolic expression and construction- Instructions for creating PPT presentations-(Prezi- Active Presenter)

9. ICT as environments of exploration and discovery- Conceptual mapping-Inspiration-Bubbl.us-Mentimeter-Hotpotatoes-Mindomo-Padlet-Coggle-Infographics-Timetoast-Storyboard-Googledocs)

10. The class of the 21st century-Flipped-classroom-Artificial intelligence in classroom

11. Present my work with Weebly

12. Present  my work with Blog

13. Practical application

Distance learning when necessary

2. Posting of basic elements of the courses in the e-class.

3. Research in the literature through electronic databases of libraries, practical conferences

4. Discussion of a movie with relevant content

5. Teaching through TEAMS platform

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Final exam for the 100% of the score

2.       Book [CODE PUBLISHER: 86203277]: Introduction to the educational applications of Information and Communication Technologies – 2nd Edition of Count B.

Final exam for the remaining 60% of the score

2. The duration of the exam will be 1 hour and multiple choice questions will be answered, yes-no, word completion, matching. The exam test will be in “EXERCISES” in the menu on the left in the e-class of the  “Exams in didactic of social science through ICT”. You will choose the exercise that in its title includes the first 3 letters of your surname (clarifications will be given in e-class).

3. There will also be a link to TEAMS  for the exams. The link will be sent to students via e-class exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education specifically in the course created in e-class  for the exams “Exams in didactic of social science through ICT”. This virtual room will  be used for oral examinations.

Background, General Knowledge, Scientific Area, Skill Development

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

2. Making clear the term ethno-

3. The history of Ethnography Ι (B. Malinowski and the British School)

4. The history of Ethnography ΙΙ (F. Boas and the American School)

5. The history of Ethnography ΙΙΙ (The French School and Marxism: M. Mauss – Cl. Lévi – Strauss – M. Godelier)

5. Interpretive Anthropology and  Cl. Geertz

6. The history of Ethnography ΙV (Cultural Critique and Reflexivity)

7. Research projects

8. Methodological issues Ι: the participatory / participant observation

9. Methodological issues ΙΙ: the notion of the “field”

10. Methodological issues ΙΙΙ: the ethnographic interview

11. Methodological issues ΙV: ethnographic diary and field notes

12. Special ethnographic practices (archival ethnography)

13. Examples from the Greek and foreign ethnographic bibliography

Use of classweb.duth for announcements, bibliography and communication

Communication via email.

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

2.       Νιτσιάκος Βασίλης, Μάνος Ιωάννης, Δαλκαβούκης Βασίλης, Αγγελίδου Αλίκη, Αγγελόπουλος Γιώργος (Επιμ.), Τα πολλαπλά σύνορα ενός μεταβαλλόμενου κόσμου, Κριτική, Αθήνα 2019

3.       Anderson, B., 1997, Φαντασιακές κοινότητες, Νεφέλη, Αθήνα, μτφρ. Π. Χαντζαρούλα.

4.       Antrop, M., 2005, “Why landscapes of the past are important for the future”, Landscape and Urban Planning 70: 21-34.

5.       Appadurai, A.,1996, Modernity at Large: Cultural Dimensions of Globalization, University of Minessota Press, Minneapolis.

6.       Augé, M., 1995, Non-Places: Introduction to an Anthropology of Supermodernity, Verso, London.

7.       Barth, F., 1969, Ethnic groups and boundaries. The social organization of cultural difference,   Universities Forlaget / Allen  &  Unwin,   Bergen  /  London.

8.       Barth, F., 1994, “Enduring   and   emerging   issues  in  the  analysis   of ethnicity”, στο H.  Vermeulen – C.  Covers (eds.), The Anthropology  of  Ethnicity,  Het Spinhuis,    Amsterdam, σ. 11-32.

9.       Bourdieu, P., 2006, Η αίσθηση της Πρακτικής, Αλεξάνδρεια, Αθήνα, μτφρ. Θ. Παραδέλλης

10.   Boyarin, D., 1986, “Voices in the Text”, Revue Biblique 93: 581-597.

11.   Boyarin, J., 1989, “Voices around the Text: The Ethnography of Reading at Mesivta Tifereth Jerusalem”, Cultural Anthropology 4 (4): 399-421

12.   Clifford, J., – Marcus, G. (eds.), 1986, Writing Culture: The Poetics and Politics of Ethnography, University of California Press, Berkeley – Los Angeles – London.

13.   Clifford, J., 1990, “Notes on (Field)notes”, στο R. Sanjek (ed.), Fieldnotes: The Makings of Anthropology, Cornell University Press, Ithaca.

14.   Comaroff, J., – Comaroff, J., 1992, Ethnography and the Historical Imagination, Westview Press, Boulder, Colo.

15.   Cresswell, T., 2004, Place, a short introduction, Blackwell, London.

16.   Dalkavoukis, V., 2009, “Constructing space through words: A triple narration about migrating from Zagori (Epirus) in the beginning of the 20^th century”, στο Διεθνές Συνέδριο Narratives across space and time. Transmissions and Adaptations, Hellenic Folklore Research Centre, Academy of Athens, Athens, June 21-27 2009 (υπό έκδοση στα Πρακτικά).

17.   Danforth, L., 2008, «H συλλογική μνήμη και η κατασκευή ταυτοτήτων στα έργα του Nicholas Gage», στο Ρ. Β. Μπούσχοτεν – Ε. Βουτυρά – Β. Δαλκαβούκης – Κ. Μπάδα (επιμ.), Μνήμες και λήθη του ελληνικού εμφυλίου πολέμου, Επίκεντρο, Θεσσαλονίκη, σ. 257-268

18.   De Vos, G., – Romanucci / Ross, L., 1982, “Ethnicity: Vessel of Meaning and Emblem of Contrast”, στο G. De Vos – L. Romanucci-Ross (eds.), Ethnic Identity. Cultural   Continuities and Change, The University  of Chicago   Press, Chicago – London, σ. 363-390.

19.   Debord, G., 1004, The Society of the Spectacle, Zone Books, New York

20.   Dosse, F., 2000², Η ιστορία σε ψίχουλα. Από τα Annales στη «Νέα Ιστορία», Πανεπιστημιακές εκδόσεις Κρήτης, Ηράκλειο, μτφρ. Α. Βλαχοπούλου – επιμ. Χρ. Χατζηιωσήφ.

21.   Eriksen, T. H., 1993, Ethnicity and Nationalism, Pluto Press, London.

22.   Foster, G. M. et al. (eds.), 1979, Long-Term Field Research in Social Anthropology, Academic press, New York

23.   Foucault, M., 1977, Language, Counter-Memory, Practice, ed. Donald F. Bouchard, trans. Donald Bouchard and Sherry Simon, Cornell University Press, Ithaca.

24.   Foucault, M., 1987 [1972], Η αρχαιολογία της γνώσης, Εξάντας, Αθήνα, μτφρ. Κ. Παπαγιώργης

25.   Geertz, Cl., 1973, “Ethos, World View and the analysis of Sacred Symbols”, στο Cl. Geertz, The Interpretation of Cultures, Basic Books, New York, σ. 126-141.

26.   Geertz, Cl., 1973, “Thick Description: Toward an Interpretive Theory of Culture”, στο Cl. Geertz, The Interpretation of Cultures, Basic Books, New York, σ. 3-33.

27.   Geertz, Cl., 2003 [1973], Η ερμηνεία των πολιτισμών, Αλεξάνδρεια, Αθήνα, μτφρ. Θ. Παραδέλλης.

28.   Giddens, A., 1990, The Consequences of Modernity, Polity Press, Cambridge.

29.   Giddens, A., 1991, Modernity and Self-Identity: Self and Society in the Late Modern, Polity Press, Cambridge.

30.   Godelier, M., 1977, Perspectives in Marxist Anthropology, Cambridge University Press, Cambridge (στα ελληνικά: 1988, Μαρξιστικοί ορίζοντες στην Κοινωνική Ανθρωπολογία, τομ. Α΄ και Β΄, Gutenberg, Αθήνα, μτφρ. Θ. Παραδέλλης).

31.   Goldstein, K. S., 1964, A Guide for Field Workers in Folklore, Folklore Assosiates, INC, London

32.   Graeber, D., 2001, Toward an Anthropological Theory of Value: The false coin of our own dreams, Palgrave, New York.

33.   Graeber, D., 2011, Debt: The first 5,000 years, Melville House, New York.

34.   Gupta, A., – Ferguson, J., 1997, “Beyond ‘Culture’: Space, Identity and the Politics of Difference”,  στο A. Gupta – J. Ferguson (eds.), Culture, Power, Place. Explorations in Critical Anthropology, Duke University Press, London, σσ. 33-51.

35.   Hart, K., – Laville, J-L., – Cattani, A. (eds.), 2010,   The Human Economy: A citizen’s guide, Polity, Cambridge.

36.   Hastrup, Κ., 1998, «Ιθαγενής Ανθρωπολογία: μια αντίφαση στους όρους;», στο Δ. Γκέφου Μαδιανού (επιμ.), Ανθρωπολογική Θεωρία και Εθνογραφία, Ελληνικά Γράμματα, μτφρ. Ρ. Αστρινάκη, σ. 337-364.

37.   Kalpana, S., 2004, “Recordkeeping in the Production of Scientific Knowledge: An Ethnographic Study”, Archival Science 4: 367-382.

38.   Kuper, A., 1998, «Ιθαγενής Εθνογραφία, πολιτική ευπρέπεια και το σχέδιο μιας κοσμοπολίτικης Ανθρωπολογίας», στο Δ. Γκέφου Μαδιανού (επιμ.), Ανθρωπολογική Θεωρία και Εθνογραφία, Ελληνικά Γράμματα, μτφρ. Ρ. Αστρινάκη, σ. 297-336.

39.   Lawson, E. D., 1984, “Personal names: 100 years of social science contribution”, Name 32: 45-73.

40.   Lefebvre, H., 1991, The Production of Space, Oxford – Cambridge, Blackwell.

41.   Leopold, R., 2008, “The second life of ethnographic fieldnotes”, Ateliers d’anthropologie 32 ( L’ ethnologue aux prises avec les archives) διαθέσιμο στο http//:ateliers.revues.org.

42.   Lévi – Strauss, Cl., 1952, Race and History. The race question in modern science, UNESCO, Paris.

43.   Lévi – Strauss, Cl., 1977, Η Άγρια Σκέψη, Παπαζήσης, Αθήνα, μτφρ, Εύα καλπουρτζή προλεγόμενα Ά. Κυριακίδου – Νέστορος.

44.   Lévy, P., 2001, Δυνητική Πραγματικότητα. Η φιλοσοφία του πολιτισμού και του κυβερνοχώρου, Κριτική, Αθήνα, μτφρ. Μ. Καραχάλιος.

45.   Marcus, G. E., – Cushman, D., 1982, “Ethnographies as Texts”, Annual Review of Anthropology 11: 25–69.

46.   Marcus, G., – Fisher, M., 1986, Anthropology as Cultural Critique. An Experimental moment in the Human Sciences, The University of Chicago Press, Chicago – London.

47.   Marcus, G., 2011, «Τα μετά την κριτική της Εθνογραφίας», στο Δ. Γκέφου Μαδιανού (επιμ.), Ανθρωπολογική Θεωρία και Εθνογραφία, Πατάκης, μτφρ. Ρ. Αστρινάκη, σ. 67-108.

48.   Mauss, M., 1967, The Gift: Forms and Functions of Exchange in Archaic Societies, W. W. Norton & Company, New York [γαλλική έκδοση 1925]. (Στα ελληνικά: 1979, Το Δώρο: Μορφές και Λειτουργίες της Ανταλλαγής, Καστανιώτης, Αθήνα, μτφρ. Ά. Σταματοπούλου – Παραδέλλη, προλεγόμενα Σωτήρης Δημητρίου).

49.   Papailias, P., 2005, Genres of Recollection. Archival Poetics and Modern Greece, Anthropology, History and the Critical Imagination, Palgrave Macmillan, New York.

50.   Rodman, M., 1992, “Empowering Place: Multilocality and Multivocality”, American Anthropologist 94(3): 640-56.

51.   Roosens, E., 1994, “The primordial nature of origin in migrant ethnicity”, στο H. Vermeulen – C. Covers (eds.), Anthropology of Ethnicity, Het Spihuis, Amsterdam, σ. 81-104.

52.   Sant Cassia, P., – Bada, C., 1992, The making of modem Greek family. Marriage and exchapge in nineteenth century, Cambridge Univ. Press, Αθήνα – Cambridge.

53.   Scarles, C., 2004, “Mediating landscapes. The processes and practices of image construction in tourist brochures of Scotland”, Tourist Studies 4 (1): 43–67.

54.   Stronza A., 2000, “Because it is Ours:” Community-Based Ecotourism in the Peruvian Amazon, PhD thesis, University of Florida, Gainesville Fl.

55.   Stronza, A., 2001, “Anthropology of Tourism: Forging New Ground for Ecotourism and Other Alternatives”, Annual Review of Anthropology 30: 261-283.

56.   Thompson, P., 2002, Φωνές από το παρελθόν. Προφορική ιστορία, μτφρ. Ρ.Β. Μπούσχοτεν – Δ. Ποταμιάνος, επιμ. Κ. Μπάδα – Ρ.Β. Μπούσχοτεν, Πλέθρον, Αθήνα.

57.   Urry, J., 2002, The Tourist gaze. Leisure and Travel in Contemporary Societies, Sage, London.

58.   Yinger, J. M., 1994,  Ethnicity. Source of Strength?  Source of Conflict?, State University of New York Press, Albany.

59.   Ανθοπούλου, Θ., 2008, Γυναίκες της υπαίθρου και τρόφιμα. Τόμος Ι: Όψεις και δυναμικές επιχειρηματικότητας των γυναικών της υπαίθρου στην παραγωγή τροφίμων, ΚΕΚΜΟΚΟΠ – Gutenberg, Αθήνα.

60.   Γεωργούλας, Α., 1997, Αφανείς διαδρομές. Διαφοροποίηση, Ταυτότητα, Ονοματοθεσία, Gutenberg, Αθήνα.

61.   Γιαννακόπουλος, Κ., – Γιαννιτσιώτης, Γ., 2010, «Εισαγωγή: Εξουσία, αντίσταση και χωρικές υλικότητες», στο Κ. Γιαννακόπουλος – Γ. Γιαννιτσιώτης (επιμ.), Αμφισβητούμενοι χώροι στην πόλη. Χωρικές προσεγγίσεις του πολιτισμού, Αλεξάνδρεια, Αθήνα, σ. 11-57.

62.   Γκέφου – Μαδιανού, Δ. (επιμ.), 2011, Ανθρωπολογική Θεωρία και Εθνογραφία, Πατάκης, Αθήνα.

63.   Γκέφου – Μαδιανού, Δ., 2003, «Εννοιολογήσεις του εαυτού και του “Άλλου”: ζητήματα ταυτότητας στη σύγχρονη ανθρωπολογική θεωρία», στο Δ. Γκέφου – Μαδιανού (επιμ.), Εαυτός και «Άλλος». Εννοιολογήσεις, ταυτότητες και πρακτικές στην Ελλάδα και την Κύπρο, Gutenberg, Αθήνα, σ. 15-110.

64.   Δαλκαβούκης,  Β. – Αντωνιάδου, Α., 2012, «Ανάμεσα σε δύο πολέμους. Επίσημη και ανεπίσημη μνήμη της δεκαετίας του 1940 σε μια ορεινή κοινότητα της Βόρειας Πίνδου», στο Β. Δαλκαβούκης – Ε. Πασχαλούδη – Η. Σκουλίδας – Κ. Τσέκου (επιμ.), Αφηγήσεις για τη δεκαετία του 1940. Από το λόγο του κατοχικού κράτους στη μετανεωτερική ιστοριογραφία, Επίκεντρο, Θεσσαλονίκ, σ. 268-282

65.   Δαλκαβούκης, Β.  – Πασχαλούδη, Ε.  – Σκουλίδας, Η.  – Τσέκου, Κ.  (επιμ.), 2012, Αφηγήσεις για τη δεκαετία του 1940. Από το λόγο του κατοχικού κράτους στη μετανεωτερική ιστοριογραφία, Επίκεντρο, Θεσσαλονίκη.

66.   Δαλκαβούκης, Β., 1999, Μετοικεσίες Ζαγορισίων (1750-1922). Προσεγγίσεις στις διαδικασίες προσαρμογής μιας τοπικής κοινωνίας στην ιστορική συγκυρία, εκδ. Ριζαρείου Σχολής, Θεσσαλονίκη.

67.   Δαλκαβούκης, Β., 2001, «Προσεγγίσεις στη λειτουργία του χιούμορ στην παραδοσιακή κοινωνία. Το παράδειγμα της κοινότητας Μονοδενδρίου στο Ζαγόρι», Εθνολογία 9: 277-303.

68.   Δαλκαβούκης, Β., 2004, «Κρατική πολιτική, ιστορική συγκυρία και στρατηγικές επιβίωσης: παράγοντες διαμόρφωσης εθνοτικής και εθνοτοπικής ταυτότητας. Το παράδειγμα των Σαρακατσάνων του Ζαγορίου (1913-1970)», Ηπειρωτικά Χρονικά 38: 239-262.

69.   Δαλκαβούκης, Β., 2005, Η πένα και η γκλίτσα. Εθνοτική και εθνοτοπική ταυτότητα στο Ζαγόρι τον 20ο αιώνα, Οδυσσέας, Αθήνα.

70.   Δαλκαβούκης, Β., 2007, «Παρατηρώντας εικονοστάσια. Θεωρητικές και μεθοδολογικές προϋποθέσεις για μια εθνογραφία των επαρχιακών δρόμων», Εθνολογία 13: 49-80.

71.   Δαλκαβούκης, Β., 2008, «Αισθητικές αντιλήψεις και πολιτισμική ταυτότητα. Η σημειολογία των αισθήσεων ως παράγοντας διαμόρφωσης εθνοτικών στερεοτύπων στο Ζαγόρι τον 20^ο αιώνα», στο Ε. Χοντολίδου – Γρ. Πασχαλίδης – Κ. Τσουκαλά – Α. Λάζαρης (επιμ.), Διαπολιτισμικότητα, Παγκοσμιοποίηση και Ταυτότητες, Ελληνική Σημειωτική Εταιρεία – Gutenberg, Αθήνα, σ. 196-206.

72.   Δαλκαβούκης, Β., 2010, «Προς μια “Ανθρωπολογία της Κατοχής και του Εμφυλίου”. Σχόλια πάνω σε μια “ιδρυτική” αφήγηση για το τμήμα του Γ. Μπακόλα στην Αιτωλοακαρνανία», στο Κ. Μπάδα – Θ. Σφήκας (επιμ.), Κατοχή – Αντίσταση – Εμφύλιος: Η Αιτωλοακαρνανία στη δεκαετία 1940-1950, Παρασκήνιο, Αθήνα 2010, σ. 477-496.

73.   Δαλκαβούκης, Β., 2012, «Τα “άδικα δοσίματα”. Κράτος και κοινωνία στο Ζαγόρι τη δεκαετία του 1820», ανακοίνωση στο Συμπόσιο στη μνήμη της Εύης Ολυμπίτου με τίτλο Τοπικές κοινωνίες στο θαλάσσιο και ορεινό χώρο στα νότια Βαλκάνια, 18ος-19ος αι., Τμήμα Ιστορίας – Ιόνιο Πανεπιστήμιο, Κέρκυρα 24-26 Μαΐου 2012 (υπό έκδοση στα Πρακτικά)

74.   Δαλκαβούκης, Β., 2015, Γράφοντας ανάμεσα. Εθνογραφικές δοκιμές με αφορμή το Ζαγόρι, Επίκεντρο, Θεσσαλονίκη

75.   Δέλτσου, Ε., 2000, «Η οικοτουριστική ανάπτυξη και ο προσδιορισμός της φύσης και της παράδοσης: παραδείγματα από τη βόρεια Ελλάδα», στο Β. Νιτσιάκος – Χ. Κασίμης (επιμ.), Ο ορεινός χώρος της Βαλκανικής. Συγκρότηση και μετασχηματισμοί, Πλέθρον – Δήμος Κόνιτσας, Αθήνα, σ. 231-248.

76.   Δρίνης, Ι. Ν., 2012, Μετασχηματισμοί και αναπαραστάσεις του ορεινού χώρου (από το 19^ο αιώνα μέχρι σήμερα). Η περίπτωση της Δημητσάνας, Διδακτορική Διατριβή, Πανεπιστήμιο Ιωαννίνων, Ιωάννινα

77.   Καλπουρτζή, Ε., 2001, Συγγενικές σχέσεις και στρατηγικές ανταλλαγών. Το παράδειγμα της Νάξου τον 17ο αιώνα, Ελληνικά Γράμματα, Αθήνα.

78.   Καλπουρτζή, Ε., 2002, Για τη Γαλαζιανή και για τον Σκλάβο. Δοκιμές ιστορικής εθνογραφίας, Ελληνικά Γράμματα, Αθήνα.

79.   Κόκκινος, Γ., 2012, Η σκουριά και το πυρ. Προσεγγίζοντας τη σχέση ιστορίας, τραύματος και μνήμης,  Gutenberg, Αθήνα.

80.   Κολέμπας, Γ., – Μπίλλας, Γ., 2013, Ο ανθρωπολογικός τύπος της αποανάπτυξης – τοπικοποίησης, Εκδόσεις των συναδέλφων, Αθήνα.

81.   Κομνηνού, Μ., – Παπαταξιάρχης, Ε. (επιμ.), 1990, Κοινότητα, κοινωνία και ιδεολογία: ο Κωνσταντίνος Καραβίδας και η προβληματική των κοινωνικών επιστημών, Παπαζήσης, Αθήνα.

82.   Κυριακίδου – Νέστορος, Α., 1993, Λαογραφικά Μελετήματα ΙΙ, Πορεία, Αθήνα.

83.   Μπαλιμπάρ, Ε., – Βαλερστάιν, Ιμ., 1991, Φυλή, Έθνος, Τάξη, οι διφορούμενες ταυτότητες, Ο Πολίτης, Αθήνα, μτφρ. Ά. Ελεφάντης – Ε. Καλαφάτη.

84.   Νιτσιάκος, Β., (επιμ.) 2000, Ο ορεινός χώρος της Βαλκανικής. Συγκρότηση και μετασχηματισμοί, Πλέθρον – Δήμος Κόνιτσας, Αθήνα.

85.   Νιτσιάκος, Β., 1991, Παραδοσιακές κοινωνικές δομές, Οδυσσέας, Αθήνα.

86.   Νιτσιάκος, Β., 1995, Οι ορεινές κοινότητες της Βόρειας Πίνδου. Στον απόηχο της μακράς διάρκειας, Πλέθρον, Αθήνα.

87.   Νιτσιάκος, Β., 2003, Χτίζοντας το Χώρο και το Χρόνο, Οδυσσέας, Αθήνα.

88.   Νιτσιάκος, Β., 2008, Προσανατολισμοί. Μια κριτική εισαγωγή στη Λαογραφία, Κριτική, Αθήνα.

89.   Παπαταξιάρχης Ε. – Θ. Παραδέλλης (επιμ.), Ανθρωπολογία και Παρελθόν, Αλεξάνδρεια, Αθήνα 1993

90.   Παπαταξιάρχης, Ε., 1993, «Το παρελθόν στο παρόν. Ανθρωπολογία, ιστορία και η μελέτη της νεοελληνικής κοινωνίας», στο Ε. Παπαταξιάρχης – Θ. Παραδέλλης (επιμ.), Ανθρωπολογία και παρελθόν, Αλεξάνδρεια, Αθήνα, σ. 13-74.

91.   Ποτηρόπουλος, Π., 2007, Πολιτισμικές ταυτότητες στην Πίνδο, Διδακτορική διατριβή, Πανεπιστήμιο Ιωαννίνων, Ιωάννινα.

92.   Σπυριδάκης Μ. (επιμ.), Μετασχηματισμοί του χώρου. Κοινωνικές και πολιτισμικές διαστάσεις, Νήσος, Αθήνα 2009

93.   Σπυριδάκης, Μ., 2013, «Εργασιακή ανασφάλεια και οικονομία της αγοράς. Η περίπτωση της καπνοβιομηχανίας “Κεράνης”», Εθνολογία 15: 5-29.

94.   Στάρα, Κ., 2009, Μελέτη και καταγραφή ιερών δασών και δασυλλίων στον Εθνικό ∆ρυµό Βίκου–Αώου.  Παραδοσιακές µορφές διαχείρισης,  αντιλήψεις και αξίες των τοπικών κοινωνιών για τη διατήρηση του φυσικού τους περιβάλλοντος, Διδακτορική Διατριβή, Πανεπιστήμιο Ιωαννίνων.

95.   Τσιμουρής, Γ., 2007, Ίμβριοι: φυγάδες απ’ τον τόπο μας, όμηροι στην πατρίδα, Ελληνικά Γράμματα, Αθήνα.

96.    Τσιμπιρίδου, Φ., 2000, «“Πομάκος σημαίνει άνθρωπος του βουνού”. Εννοιολογήσεις και βιώματα του “τόπου” στις κατασκευές και τις πολιτικές μειονοτικών περιθωριακών ταυτοτήτων», στο Β. Νιτσιάκος (επιμ.), Ο ορεινός χώρος της Βαλκανικής. Συγκρότηση και μετασχηματισμοί, Πλέθρον – Δήμος Κόνιτσας, Αθήνα, σ. 35-52.

Background, General Knowledge, Scientific Area, Skill Development

Initially, we study the topic of externalities, with special emphasis on the cases of negative mixed externalities and negative externalities in production and their connection with various environmental problems. We, then, explore the ways of dealing with externalities, both in terms of private and public solutions. The next issue includes the presentation of the most important environmental problems humanity faces today and the economic tools and policies that have been proposed or adopted for their mitigation. Finally, the socio-economic impact of global environmental problems is examined.

Upon completion of the course, students should be able to:

(a) link externalities and in particular the negative mixed externalities and the negative externalities in production with various environmental problems.

(b) Familiarize themselves with the ways to deal with externalities, both in terms of private and public solutions.

(c) realise the most important environmental problems humanity faces today and develop the economic tools and policies that are proposed or adopted for their mitigation.

(d) investigate the socio-economic impact of global environmental problems.

(e) search and study bibliography of anEnvironmental Economics topic,write and present an essay in front of class using instructional supervision aids and resolve potential questions.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Respect for the natural environment

Critical thinking

Promoting free, creative and inductive reasoning

·         course aims and outline and evaluation methods

·         instructions for essaywriting

·         externalities. Negativeexternalities.

·         ways to deal with externalities: private and state solutions

·         environmentalproblems

·         economic tools and policies for environmental problems mitigation

·         socio-economic impact of global environmental problems

·         essays’ presentation

·

2.     Use of power point for the presentation of essays and creation of educational and supervisory material (eg pictures, films, interactive environments, models, recorded speeches and physical objects), as complementary and / or auxiliary material for the presentation of the essay topic.

3. Posting of teaching material, bibliography, slides, exercises, notes, outline and evaluation methods of the course on e-class.

4. Use of polls, brainstorming, mentimentor, breakout rooms or creation of working groups during lectures.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

• Writing and presenting an essay

(40%)

• A written or oral examination at the end of the semester (60%)

•           Field, B. and Field, M. 2020. Environmental Economics, Athens: Broken HillPublications.•           Tietenberg, T., andLewis, L. 2010.Environmental Economics and Natural Resources, Athens: Gutenberg Publications.·         Nikolaou, I., Evangelinos, K. and Sofoulis, K. 2020. The Economic Framework: For a Socially Responsible, Ethical and Green Economy, Athens: Gutenberg Publications.

•           Pempetzoglou, M. 2022. Notes for the compulsory course “Public Economics”, 4^th semester of the undergraduate programme of the Department of Social Policy – DUTH.

Background, General Knowledge, Scientific Area, Skill Development

The course is developed in two ways:

In the first part, the students select a chapter from the book of Public Finance and present it in the form of a lecture in front of class using instructional supervision aids.

In the second part, the students write anessay on a topic of Public Finance and present it in front of class using instructional supervision aids.

Upon completion of the course, students should be able to:

(a) select and present a chapter from a Public Finance textbook to the public using instructional supervision aids and resolve potential questions.

(b) search and study bibliography on a Public Finance topic, write an essay and present it to the public using instructional supervision aids and resolve potential questions.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Critical thinking

Promoting free, creative and inductive reasoning

·         course outline and schedule of meetings

·         evaluationmethods

·         selection and analysis of chapters and essay topics

·         instructions for essaywriting

·         chapters’ presentation

·         essays’ presentation

2.     Use of power point for the presentation of chapters and essays.

2. Posting of teaching material, bibliography, slides, exercises, notes, outline and evaluation methods of the course on e-class.

3. Use of polls, brainstorming, mentimentor, breakout rooms or creation of working groups during lectures.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

• Presentation of a chapter from a Public Finance textbook (50%)

• Writing and presenting an essay (50%)

• Stiglitz, J. and Rosengard, J. 2019. Public Economics, 2nd edition. Athens: Kritiki Publications.

• Gruber, J. 2017. Public Economics and Policy. 1st edition. Athens: da Vinci Publications.

• Rosen, H. and Gayer, T. 2011. Public Finance. First Edition. Athens: Kritiki Publications.

• Georgakopoulos, Th. 2012. Introduction to Public Finance. 4th Edition. Athens: Benou Publications.

• Pempetzoglou, M. 2022. Notes for the compulsory course “Public Economics”, 4^th semester of the undergraduate programme of the Department of Social Policy – DUTH.

Background, General Knowledge, Scientific Area, Skill Development

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Critical thinking

Equity and Inclusion

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Promoting free, creative and inductive reasoning

The course will be developed in the following sections:

1. Acquaintance  with students. Informing students about the learning objectives and relevant feedback regarding their expectations. Presentation of the main axes of the lectures and the way the course and exams will be conducted. Definition of the concept of “criminal phenomenon”. Criminal phenomenon and social reaction. Introductory remarks on the concepts of “deviant behavior”, “irregularity” and “illegality”. Summary and conclusions.

2. Definition of the concept of “deviant behavior”. The sociological elaboration of the concept over time: absolute and relative approaches and the exploitation of subculture. The influence of power relations in determining deviant behaviors (crime as a political phenomenon). The example of homosexuality as a category of deviance and related considerations. Case studies: Philip of Orleans versus Demetra of Lesbos, text from M. Foucault’s “The History of Sexuality”. Summary and conclusions.

3. Continue with the concept of deviant behavior. The different approaches to the conceptualization of deviance, starting points and focal points. Case study: traphouses and trap music. Summary and conclusions. Discussion about the students’ assignements.

4. Explanations and interpretations of deviant behavior. Deviance as a social event and the distinction between transgression and the process of labellingsomeone as deviant. The birth of deviance as a concept. Historical review of sociological approaches to deviance (positivist, symbolic interactionist, structural approaches). Summary and conclusions. Discussion about the students’ assignements.

5. The social construction of reality and the relativity of deviance, deviance as a socially determined behavior. Relativity as a way of approaching the object of study. Examples: Parade of the Nudes in New Orleans and incest (reading texts from Shelley’s “Chenchi” and “100 Years of Solitude” by G.G. Marques). Summary and conclusions.

6. Deviant behavior and crime. The deviant, stigma and factors influencing the labelling process. Crime in different societies. The functional role of deviant behavior. Examples: Marijuana smoking, gambling and homicide. Summary and conclusions.

7. The concept of “social control”. Social control, development of the state and the role of capitalist economy before World War II. The concept of social control between Europe and the U.S.A and explanation of the differences. Patterns of social control in Europe and the U.S.A. and factors influencing different developments. Social control and economic system. From modernity to the globalized economy. Text from M. Foucault’s”Surveillance and Punishment”. Summary and key conclusions.

8. The social issue, informal social control and formal social control: The criminalization of social problems. Standard social control: therapeutic model and the penal system. Summary and conclusions. 9. Typical post WWII social control. Juvenile delinquency, the Vietnam War, and social movements. Case Study: Mods and Rockers. Discussion of the following films: a. “A clockwork orange” by S. Kubrick and b. “Law 4000” by G. Dalianidis. Summary and conclusions.

10. The new social issue: neoconservative views and poverty management. Formal social control and the control of specific segments of the population: factors and phenomena. Summary and conclusions. 11. The process of criminalization: conflict approach, label theory and critical criminology. Mass media and moral panics. The crime square. Case study: drug policy in Greece.

12. The criminal phenomenon in Greece: from the Penal Law to the Penal Code. Basic principles of Greek penal law. The penal procedure. Summary and conclusions.

13. Brief description of the content of all lectures and discussion regarding the meeting of the learning goals and expectations of the students.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

1) the participation in educational activities (preparation of parts of the teaching material, processing and presentation of topics, commenting on issues of current affairs using the course material, communication and cooperation with institutions, services and professionals in the field).

2) the written examination.

Participation in educational activities: The criteria of writing academic texts, essays and the presentation of academic papers apply, such as the accuracy and clarity of the use of terminology, the structure and organization of the content and the use of bibliography and other sources to develop the topic. For the evaluation of the educational activities, participation, initiative, understanding of the educational material, etc. are taken into account.

Vidali, S. & Koulouris, N., 2012. Deviant behaviour and penal phenomenon. Athens: Nomiki Vivliothiki (in Greek)

Course file posted on the e-class.

Additional:

Greek

Archimandritou, M. (1996),The development of the labeling approach. Thessaloniki: Sakkoula

Charalambakis, A. (2012),A Synopsis of thePenal Law, General Part, I. Athens: Law and Economy Sakkoulas

Chaidou, A. (1996), Positivist Criminology, Athens: Nomiki Vivliothiki

Courakis, N. (2005),Criminological Horizons, vol. A and B. Athens – Komotini: A.N. Sakkoulas

Gasparinatou, M. (2020), Dangerousness: The development of a “dangerous” construction. Criminological approach, Athens: TOPOS Publications

Gasparinatou, M. (2020), Juvenile delinquency and Crime policy, Athens: Nomiki Vivliothiki

Daskalakis, H. (1985), The criminology of social reaction, Athens-Komotini: Ant. N. Sakkoulas

Karydis, B.(2010),Visions of Social Control in Greece. Moral panics, criminal justice. Athens – Komotini: A.N. Sakkoulas

Koukoutsaki, A. (2002),Drug use, homosexuality. Behaviours of non-compliance between penal and medical control. Athens: Kritiki

Κostaras, A. (2020), Criminal Law. Concepts and institutions of the General Part. Athens: Nomiki Vivliothiki

Lazos G. (2007), Critical Criminology, Athens: Nomiki Vivliothiki

Lambropoulou, E. (2012),Sociology of Criminal Law and Institutions of Criminal Justice, Athens: Ellinika Grammata

Lampropoulou, E. (1994), Social control of crime, Athens: Papazisis

Lampropoulou, E. (1997), The construction of social reality and the mass media. The Case of Violence and Criminality, Athens: Ellinika Grammata

Magganas, A. (2007), Special issues of criminal law and criminal procedure, Athens: Nomiki Vivliothiki

Panoussis, J., 2008, Exaggerating. Uses and Abuses, Athens: Nomiki Vivliothiki

Spinellis, C.D. (2014), Criminology. Older and Contemporary Directions, Athens: Nomiki Vivliothiki

Tatsis, N., Thanopoulou, M. (2009), The sociology of the Chicago School, Athens: Papazissis

Tzannetaki, T. (2006), Neoconservatism and the politics of zero tolerance, Athens: Ant.N. Sakkoulas.

Fitrakis E. (2007), From the dangerous to the average prudent man- Mythology and empiricism in (criminal) law. Honorary volume for John Manoledakis II. Thessaloniki: Sakkoula, pp. 685-708

Vidali, S. (2013), Introduction to Criminology, Athens: Nomiki Vivliothiki

Viidali, S. (2017), Beyond Boundaries. Crime Policy Today, Athens: Nomiki Vivliothiki

English

Becker, H. (2000),Outsiders,transl.Koutzoglou, A. and Bourliaskos, B., Athens: Nomiki Vivliothiki (in Greek)

Cavadino, M. and Dignan, J. (2007), The penal system: an introduction, (4th ed.), London: Sage Publications Ltd

Cloward, R., Ohlin, J. (1960), Delinquency and Opportunity, N.Y.: The Free Press

Cohen, Α.Κ. (1955), Delinquent Boys. The Culture of the Gang, Glencoe, Ill.: Free Press

Cohen, S. (2002), Folk Devils and Moral Panics, London, New York: Routledge, Taylor & Francis

Downes, D., Rock, P. & McLaughlin, E. (2016), Understanding Deviance, Oxford: Oxford University Press

Findlay, M. (2008), Governing through globalised crime, Devon: Willan Publishing

Foucault, M. (2011), Surveillance and Punishment, The Birth of the Prison, edited by Betzelos, T., Athens: Plethron (in Greek)

Foucault, M. (2013), History of Sexuality, trans. Patsogiannis, B., Athens: Plethron (in Greek)

Garland, D. (1990/1999), Punishment and modern society: A study in social theory, Oxford: Oxford University Press

Garland, D. (2001), The culture of control: Crime and social order in contemporary society, Oxford: Oxford University Press

Goffman, E. (1963/ 2001), Stigma, transl. Makrynioti, D., Athens: Alexandria (in Greek)

Hebdidge D. (1981), Sub-culture. The meaning of style, edited by Kallifatidou, E., Athens: Gnosis (in Greek)

Koukoutsaki, A. (2004), “Images of criminals. Deconstructing the law-breaker, constructing the criminal”, στο Albercht, H.J, T. Serassis, H. Kania (ed.) Images of Crime II, Freiburg im Br: Iuscrim

Melossi, D. (1999), ‘Social theory and the changing representations of the criminal’, in A. Koukoutsaki (ed.), Images of Crime, Athens: Plethron (in Greek)

Presdee, M. (2000), Cultural criminology and the carnival of crime, London: Routledge

Sellin, Th. (2003), Cultural conflict and crime, transl. Sagounidou-Daskalaki, H., Athens: Nomiki Vivliothiki (in Greek)

Sumner, C. (1994), Sociology of Deviance. An Obituary, Buckingham: Open University Press

The papers and presentations students prepare during the semester are taken into account as supporting the grade of the written exams (an up to 3 points bonus). For the bonus grade to be added, students are required to obtain a passable grade in the written examinations (at least 5 out of 10).

Throughout the examination students can communicate with the teachers through the electronic platform of the course. On the same platform, students who are eligible to be examined orally and have declared it to the secretariat, are examined on the same topics of the written examinations.

Late submission of answers is not accepted unless it is due to a technical problem and the instructor is informed before the end of the submission time.

Background, General Knowledge, Scientific Area, Skill Development

– the historical process through which the means and methods of penal repression have been formed,

– the diverse theoretical foundations and orientations affecting national and international penitentiary policies, with emphasis on European penological discourses and realities,

– custodial penitentiary institutions and community sanctions and measures, trends and problematic aspects of penal repression and the critical approaches questioning this specific field of formal social control.

Based on this knowledge, students will be able to participate, as researchers and practitioners, in drafting and evaluating penitentiary policy programmes, in developing custodial and community treatment interventions for remanded and convicted persons and in implementing respective measures.

The course is the basis for students to attend other criminological sciences lessons taught in the Department and to examine issues of crime and its control, connecting them with the subject of these courses, namely “Criminology”, “Crime Policy and Globalization”, “International and Greek Penitentiary Policy”, “Penal  Phenomenon and Formal Social Control”, “Security and Human Rights”, “Youth, Crime and Penal Repression”,”Victimology and Restorative Justice”, “Special Issues of Criminal Justice and Crime Policy”.  Through the teaching of these subjects, students acquire the necessary basic knowledge on theoretical and applied criminology, including a wide range of measures introduced and implemented to prevent and control crime. Moreover, students are prepared for a more systematic engagement with criminological sciences later on, at postgraduate level.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

The rules of international organizations (UN, Council of Europe) for the organization and operation of the services enforcing custodial and community penal sanctions, managing the treatment and protecting the rights of persons remanded or convicted, are discussed together with the respective rules of the Greek legal system and the characteristics of penal and prison reform and penitentiary policy in the 20^th and the 21^st centuries. Emphasis is put on elements of social policy (education, work, healthcare, communication with family and the wider social environment, social rehabilitation and reintegration) provided by law and organized by the competent services (namely the prison and probation service) for persons subjected to various forms of penal control. The political nature of penality is highlighted, seen as a phenomenon inherent to the exercise of power in different forms of societal organization.

The discussion of these issues is supplemented with student papers based on relevant reports of national authorities, bodies and institutions as well as international organizations and preventive mechanisms or judicial bodies and research centers (the Ombudsperson, the National Commission for Human Rights, the Special Permanent Parliamentary Committee on the penitentiary system and other detention structures, NGOs, the European Court of Human Rights, the European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment, the International Centre for Prison Studies etc.). Lectures are enriched with presentations by guest experts, practitioners and individuals who have experienced various forms of penal control and discussions on the content of films or books such as Oliver Hirschbiegel’s “Das Experiment”, Stanley Kubrick’s “A Clockwork Orange, Tony Kaye’s “American History X” and Jacques Audiard’s “Un prophete”.

The course is divided in five wider topics, namely:

1. The penal phenomenon and its political nature. The prerequisites and the distinctiveness of punishment. The development of penal sanctions. Revenge and retaliation, reparation and redress, penal coercion. The state power to punish. The evolutionary approach of the penal phenomenon and its revisionist critique.

2. The objects of penal sanctions (life, liberty, property, status). Justification and philosophical foundations of punishment in history. Theories of punishment. The binary system of sanctions; penalties and security measures.

3. The symbolic and actual functions of punishment in modern western societies. Mass incarceration, prison overcrowding, penal austerity and the social organization of prison. Prison amelioration and abolition as social policy perspectives in the field of penal repression.

4. The turning points of punitive methods. The decline of the death penalty, the shift to custodial sentences and the search for non-custodial alternatives or substitutes. Correctional systems and the individualized treatment of offenders. Utilitarianism (rehabilitation, social reintegration) and neutrality (legality and protection of rights).

5. Rules for the execution of sentences in Greece and abroad, with a focus on Western European jurisdictions. The work of international organizations (UN, Council of Europe), their rules and recommendations and observations of national independent and advisory authorities for custodial and non-custodial sanctions and measures.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Chaidou, A., 2018. Penology-Corrections. Athens: Nomiki Vivliothiki (in greek)

Courakis, N., 2009. Penal repression between past and future. Athens – Thessaloniki: Sakkoula (in greek)

Koulouris, N., 2009. Surveillance and criminal justice. Alternative sanctions and the dispersal of prison. Athens: Nomiki Vivliothiki (in greek) 

Additional:

Alexiadis, S., 2001. Corrections. Athens – Thessaloniki: Sakkoula (in greek)

Alexiadis, S.. & Panoussis Y., 2002.  Penitentiary Rules. Athens – Komotini: A.N. Sakkoulas (in greek)

Aloskofis, W., 2010. The informal code of prisoners. Athens – Komotini: A.N. Sakkoulas (in greek)

Archimandritou, M., 2012. The prison as a mode of detention and as a form of execution of sentences. Athens – Thessaloniki: Sakkoula (in greek)

Courakis, N., 2008. Penological theory. Athens – Thessaloniki: Sakkoula (in greek)

Galanou, M., 2011. Correctional treatment and rights of detainees. Athens – Thessaloniki: Sakkoula (in greek)

Giovanoglou, S., 2006. Institutional social reintegration problems for released inmates. Athens – Thessaloniki: Sakkoula (in greek)

Dimopoulos, Ch., 2009. Penitentiary Law. Athens: Nomiki Vivliothiki (in greek)

Koulouris, N., 2009. The social (re-)integration of prison. Athens: Nomiki Vivliothiki (in greek)

Spinellis, C.D., & Courakis N., 2001. Correctional legislation. Athens: Nomiki Vivliothiki (in greek)

Panoussis, Y. [Ed], 2009. Prisons with open gates. Athens – Komotini: A.N. Sakkoulas (in greek)

Pitsela, A., 2006. Social support in the field of criminal justice. Athens – Thessaloniki: Sakkoula (in greek)

Pitsela, A., 2003. International penitentiary policy texts. Athens – Thessaloniki: Sakkoula (in greek)

Ombudsperson [Karydis, V., &. Fytrakis, E. introduction and editing]. 2011. Incarceration and rights. The Ombudsperson view. Athens: Nomiki Vivliothiki (in greek)

Vidali, S.. & Zagoura , P. [Eds]. 2008. Counseling and prison. Athens – Komotini: A.N. Sakkoulas (in greek)

Canton, R. & Dominey, J., 2018. Probation. Abingdon: Routledge

Cavadino, M. & Dignan, J., 2006. Penal Systems. A Comparative Approach. London: Sage Cohen, S., 1985. Visions of Social Control. Cambridge: Polity Press

Coyle, A., Fair H., 2018. A Human Rights Approach to Prison Management. London: Institute for Criminal Policy Research Birkbeck, University of London

Daems, T., van Zyl Smit, D. & Snacken, S., 2013. European Penology?. Oxford: Hart Publishing

Foucault, M., 1977. Discipline and Punish. The birth of the prison. London: Allen Lane

Garland, D., 2001. The Culture of Control.Oxford: Oxford University Press

Jewkes, Y., Crewe, B. & Bennett J. [eds], 2016. Handbook on Prisons.  Abingdon: Routledge

Jewkes, Y. & Johnston, H. [eds], 2006. Prison Readings, Devon: Willan

Matthews, R., 2009. Doing Time. An Introduction to the Sociology of Imprisonment. Houndmills: Palgrave Macmillan

McNeill, F.& Beyens, K. [eds], 2013. Offender Supervision in Europe. Houndmills: Palgrave Macmillan

Pratt, J.& Eriksson, A., 2012. Contrasts in Punishment. Abingdon: Routledge

Raynor, P. & Robinson, G., 2009. Rehabilitation, Crime and Justice. Houndmills: Palgrave Macmillan

Ruggiero, V. & Ryan, M. [eds], 2013. Punishment in Europe. A Critical Anatomy of Penal Systems..Houndmills: Palgrave Macmillan

Wacquant, L., 2009. Prisons of Poverty. Minneapolis: University of Minnesota Press

Welch, M., 2011. Corrections. A Critical Approach. London and New York: Routledge

White, R., Graham, H., 2010. Working with Offenders. Devon: Willan

Wooldredge, J.D. & Smith, P., 2018. The Oxford Handbook of Prisons and Imprisonment. Oxford: Oxford University Press

The papers and presentations students prepare during the semester are taken into account as supporting the grade of the written exams (an up to 3 points bonus). For the bonus grade to be added, students are required to obtain a passable grade in the written examinations (at least 5 out of 10).

Throughout the examination students can communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who are eligible to be examined orally and have declared it to the secretariat, are examined on the same topics of the written examinations.

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon successful completion of the semester’s courses, students will be able to

– understand concepts/definitions of Intercultural Education,

-develop a critical discourse on the development of Intercultural Education

-study and clarify basic concepts of Intercultural Communication, Research and Teaching

-study and understand basic concepts of social conflict

– study, understand and clarify basic concepts of social exclusion and structural violence

– study and evaluate the theoretical approach to the migration experience

-understand the causes and effects/impacts of the contemporary migration phenomenon.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Adapting to new situations.

Decision-making.

Working independently.

Working in teams.

Working in an intercultural environment.

Working in an interdisciplinary environment.

Generating new research ideas.

Project planning and management.

Exercising criticism and self-criticism.

Producing free, creative and deductive thinking.

2. Definition of the term multiculturalism; Capability-Approach (A. Sen and M. Nussbaum).

3. Capabilities Approach and its application in an intercultural education, on the basis of equality and social justice

4. Models for managing multiculturalism (assimilation model, integration model, anti-racist education)

5. Evaluation of the models of managing multiculturalism in terms of the possibilities they offer for formulating specific proposals for pedagogical intervention

6. The concept of intercultural education and the dilemma of cultural differences (‘cultural universalism and relativism’)

7. Basic theories of social recognition (Taylor, Habermas, Benhabib)

8. Basic theories of social recognition (Honneth, Cummins)

9. The objectives of Intercultural Learning and the role of the teacher in the school

10. Introduction and clarification of basic concepts of social conflicts

11. Introduction and clarification of basic concepts of social exclusion and structural violence

12. Theoretical approach to the migration experience

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Participation in empirical research &

Writing a paper/Homework (Exemption from the final examination)

2. Γκότοβος, Αθ. (2002): Εκπαίδευση και Ετερότητα – Ζητήματα Διαπολιτισμικής Παιδαγωγικής, Αθήνα: Μεταίχμιο.

3. Kempf, W. (2014). Κοινωνικός κονστρουκτιβισμός και εμπειρική κοινωνική έρευνα. Στο: Β. Μπάρος, Λ. Στεργίου & Κ. Χατζηδήμου (Επιμ.), Ζητήματα Διαπολιτισμικής Επικοινωνίας και Εκπαίδευσης (σελ. 49-72). Αθήνα: Διάδραση.

4. Μπάρος, Β. Στεργίου, Λ. (2009). Εναλλακτικές διαπολιτισμικές προσεγγίσεις στην εκπαίδευση εκπαιδευτικών: «Μια τάξη φυλετικά διαχωρισμένη» (Jane Elliot). Στο: Π. Γεωργογιάννης (Επιμ.). Διαπολιτισμική Εκπαίδευση – Μετανάστευση, Διαχείριση Συγκρούσεων και Παιδαγωγική της Δημοκρατίας (Τόμος Ι, σελ. 111-125). Στο 12ο Διεθνές Συνέδριο 19-21 Ιουνίου 2009. Πάτρα: Πανεπιστημιακές Εκδόσεις.

5. Μπάρος, Β., Μανάφη, Γ. (2008). Η εφαρμογή της θεωρίας των δυνατοτήτων στη Διαπολιτισμική Εκπαίδευση: Μια νέα προοπτική στη βάση της ισότητας και της κοινωνικής δικαιοσύνης. Στο: Π. Γεωργογιάννης (Επιμ.). Διαπολιτισμική Εκπαίδευση – Μετανάστευση, Διαχείριση Συγκρούσεων και Παιδαγωγική της Δημοκρατίας (Τόμος Ι, σελ. 318-330). Στο 11ο Διεθνές Συνέδριο 11-13 Ιουλίου 2008. Πάτρα: Πανεπιστημιακές Εκδόσεις.

6. Μπάρος, Β. (2014). Indignational Migration: Μετανάστευση λόγω αγανάκτησης στην εποχή της οικονομικής κρίσης στην Ευρώπη. Στο: Β. Μπάρος, Λ. Στεργίου & Κ. Χατζηδήμου (Επιμ.), Ζητήματα Διαπολιτισμικής Επικοινωνίας και Εκπαίδευσης (σελ. 35-48). Αθήνα: Διάδραση.

Background, General Knowledge, Scientific Area, Skill Development

• To learn the development and specifics features of juvenile justice, the institutions and procedures for its award, the structures and agencies which are competent for protecting juveniles from insults associated with the vulnerability of young people in modern society.
• To connect the criminological theory with the various measures and models of crime policy for the prevention and treatment of juvenile delinquency.
• Το understand deeper Juvenile Delinquency, Juvenile law, the vulnerability of young people in modern society, the need for alternative measures and policies and the establishments of youth protecting initiatives.

The course is part of the field of forensic science and anti-crime policy. These are the courses “Criminology”, “International and Greek Penitentiary Policy”, “Criminal Phenomenon and Formal Social Control”, “Crime Policy and Globalization”, “Youth, Crime and Criminal Repression”, “Security and Human Rights”, and “Restorative Justice” and “Special Issues in Criminal Justice and Crime Policy”, which deal with criminal phenomena. With these courses, students acquire knowledge of theoretical and applied crime policy, which includes the range of measures that are established and implemented in order to prevent and suppress crime. Also, the interested parties are preparing for a more systematic involvement with forensic sciences at postgraduate level.

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Production of new research ideas

Critical thinking

Equity and Inclusion

Promoting free, creative and inductive reasoning

The course focus on the involvement of juveniles in the penal system, the development of juvenile justice, the institutional framework of juvenile delinquency and its particular features, protection of youth and the victimization of minors. In this context, the positive or negative contribution of special (criminal) legislation for minors in tackling their delinquent behavior is examined. Finally, the victimization of minors and the terms and conditions of their protection both at the level of criminal sanctions and at the level of assistance of community bodies constitute a special unit of the course. These issues are addressed in the light of the (binding or non-binding) juvenile policy texts of the United Nations and the Council of Europe, which set out the internationally recognized axes and guiding principles of this policy.

Course Outline:

A. Historical, theoretical and philosophical foundations of Juvenile Law. Basic principles and their enshrinement in international texts. Social Transformations and Social Issues in the 19th Century – The Child Savers Movements – The Establishment of the First Juvenile Courts – Principles and Peculiarities of Juvenile Justice. Juvenile Delinquency – The UN Convention on the Rights of the Child the rights of the Child of 1990 (Law 2101/1992). European Convention for the Exercise of the Rights of the Child of 1996 (Law 2502/1997).International non-binding regulations (soft law).

B. Juvenile justice systems. Standards, principles and trends. The interpretation of juvenile delinquency and the interconnection of theory and practice. (a. Biosocial interpretations of the juvenile offender or perpetrator and their impact on the reform-welfare model of treatment, basic principles and objectives, enshrined in international texts, institutions and bodies supporting the welfare treatment of minors, criticism and objections, b. Theory label and critical approaches: The construction of juvenile delinquency and secondary victimization, youth and “moral panic”, radical theories and cultural criminology The legal model: Basic principles and aims, patronage in international texts, critique and objections justice institutions and institutions of diversion.

C. The Greek institutional framework of criminal treatment of minors, principles and particularities, age limits, reform and therapeutic measures, criminal imprisonment, establishment of juvenile courts, procedural guarantees and rights of minors, the role of the Juvenile Justice Service, treatment and post-institutional care.

D. Phenomenology and prevention of juvenile delinquency in Greek society (violent behaviors, distribution of addictive substances, etc.). Trends and institutions of de-escalation of criminal repression, mediation, conciliation and Community intervention. The prevention of juvenile delinquency: The institution of administrative prevention, the role of protection and hospitality structures, the institutions of commission and sponsorship.

E. The minor as a victim: sexual exploitation of children and other forms of child victimization. International conventions and international legal instruments. The protection of the sexual exploitation of minors in the Penal Code. The phenomenon of school bullying / bullying and its legislative demarcation efforts. Unaccompanied minors, minor refugees, child trafficking. Legal and institutional framework for child protection and the protection of vulnerable groups.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

 Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 Please indicate all relevant information about the course assessment and how students are informed 

The final evaluation is based on:

1) The elaboration of an assignment-paper

2) The presentation of an assignment

3) The written examination.

Preparation and presentation of assignments:

The criteria for writing academic papers, assignments essays and presenting academic works apply. The main criteria are the accuracy and clarity of the use of terminology, the clear organization of the content and the appropriate use of the literature to develop the topic of the work. The use of ICT is necessary in the presentation.

Gasparinatou, M. (2020), Juvenile Delinquency and Crime Policy, Athens: Nomiki Vivliothiki

Course file (texts, reports, articles) posted in e-class.

Additional- in Greek:

Avdela, E. (2013). Young people in danger, Athens: Polis

Courakis, N. (2015), Juvenile delinquency law, Athens – Komotini: Α.Ν. Sakoulas

Danelatou, A. Polyzoidou V., Bistouna Yv. (2016), Law on the Protection of Minors, Athens: Nomiki Vivliothiki

Gasparinatou, M. (2016), “Minor potential offenders and policing in times of crisis”, in M. Gasparinatou (2016), (ed.), Crime and criminal repression in times of crisis, Honorary Volume for Professor N. Courakis, Athens: Ant. N. Sakkoulas, pp. 2044-2068.

Georgoulas, S., (2000), Juvenile offenders in Greece, Athens: Hellinika Grammata

Giovanoglou, S. [ed.], (2010). The minor as a victim – The minor as perpetrator and prisoner, Athens: Nomiki Vivliothiki.

Chaidou, A. (2019), Juvenile delinquency. Aetiological approaches, prevention and social control, Athens: Nomiki Vivliothiki.

Hairpaloglou, A. (2010), Adolescents in breach of the law. An ethnographic study of “delinquency” and risk-taking, Athens: Nissos.

Kontopoulou, E. (2015), “The criminal stigma of the minor and its effect on the secondary deviation” in Gasparinatou M. (ed.) (2015), Crime and Criminal Repression in a time of crisis. Honorary Volume for Professor Nestoras Courakis, Athens: Ant. N. Sakkoula, pp. 2082-2117.

Kosmatos, K., (2020). Juvenile justice. Athens: Nomiki Vivliothiki

Koukoutsaki A. (2012), “Youth and “moral panic” in Pitsela A. (ed.), The road to justice. Conference in honor of Professor Stergios Alexiadis, Athens-Thessaloniki: Sakkoulas Publications, pp. 47-60.

Koulouris, N., (2010), “Between hammer and anvil. The balance sheet of the contradictions of welfare repression for young people”, in Honorary Volume of Calliopis D. Spinellis, Athens-Komotini: Ant.N. Sakkoulas, pp. 893-903.

Pantazi – Melista, Ei., (2013), Reform measures. Their influence on the mental health of the minor and the prevention of delinquency, Athens – Komotini: Α.Ν. Sakkoulas

Papandreou, P., Touloumi, G. & Poulopoulos, Ch. (2003) “School dropout, substance use and delinquency” Addictions, issue 4, pp. 24 – 44.

Pitsela, A., (2006). Crime policy texts. Juvenile Law. Athens – Thessaloniki: Sakkoulas

Pitsela, A., (2013), The penal treatment of juvenile delinquency, Athens – Thessaloniki: Sakkoulas

Poulopoulos, Ch. (2009) “The rights of addicts in treatment and social inclusion”, Criminal Justice, Issue 124, pp. 459-463

Sykiotou, A. (2009), “The rigor of anti-crime policy for juvenile offenders”, in Pitsela A. ed. (2009), The Road to Justice. Conference in honor of Emeritus Professor Stergios Alexiadis, Athens-Thessaloniki: Sakkoulas, pp. 167-179.

Themeli, O (2016), The pre-investigation of sexually abused minors: “the fifty shades of black” in M. Gasparinatou (2016), (ed.), Crime and criminal repression in a time of crisis, Honorary Volume for Professor Nestor Courakis, Athens: Ant.N.Sakkoulas, pp. 2118-2132.

Themeli, O. (2010). “When children testify: The judicial examination of the allegations of juvenile witness-victims” in A. Pitsela (ed.), Criminological Searches. Honorary Volume for Professor St. Alexiadis, Thessaloniki: Sakkoulas, pp. 395-414.

Themeli, O. (2014). The children testify. The judicial examination of juvenile witnesses, victims of sexual abuse. Athens: Topos Publications

Zagoura, P. (2007), “Aspects of juvenile delinquency and the limits of its penal management” in C.D. Spinellis (ed.) (2007), Supporting the juvenile delinquent, Athens-Komotini: Ant.N. Sakkoulas, pp. 125-142

Zagoura, P. (2010), “Converging policies of aggravation in criminal justice for minors. Uniform phenomena introduced policies and new challenges for Europe “, Honorary Volume for Calliopi D. Spinellis (2010), Athens-Komotini: Ant. N. Sakkoulas, pp. 823-858.

Zagoura, P. [ed.], (2011). Interdisciplinarity, intercompany and social inclusion of the young offender. Athens – Komotini: Α.Ν. Sack

In other languages

Agnew, R., 2009. Juvenile Delinquency. Causes and Control. New York – Oxford: Oxford University Press

Bradshaw, W., & Rosenborough, D. (2005). Restorative Justice Dialogue: The Impact of Mediation and Conferencing on Juvenile Recidivism. Federal Probation, 69 (2) 15-21, 52.

Chambliss, W.J., 2011. Juvenile Crime and Justice. Los Angeles: Sage

Champion D.J., Merlo, A.V. &Benekos, P.J., (2012). The Juvenile Justice System. Delinquency, Processing, and the Law. Boston: Pearson Education

Dunkel, F., Grzywa J., Horsfield, Ph. &Pruin, I., (2010). Juvenile Justice Systems in Europe, V. 1-4. Monchengladbach: Forum VerlagGodesberg

Elrod, P. & Ryder, R.S., (2013). Juvenile Justice. A Social, Historical, and Legal Perspective. Burlington: Jones and Bartlett Publishers International

Junger-Tas J. & Decker, S.H. [eds], (2006). International Handbook of Juvenile Justice. Dordrecht: Springer

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written or oral examination with distance learning methods, provided that the integrity and reliability of the examination are ensured.

The assignments done during the semester are taken into account as supporting the grade of the written exams (reinforcement up to 3 points). To measure the support grade, it is required to obtain a grade that can be passed in the written exams (at least 5).

Throughout the examination it is possible to communicate with the teachers through the electronic platform at the link of the course. On the same platform, students who have this right and have declared it to the secretariat can be examined orally, on the same topics as those of the written examinations.