FIELD Α'
Applied Languages and Intercultural Communication (E.G.E.)
SEMESTER 4
Compulsory courses
The course introduces students to the challenges of intercultural education, i.e. to the issues and methods of education provided to groups with ethno-cultural heterogeneity. It focuses on the concepts of assimilation and integration, anti-racism and multicultural education, as well as the importance of individual social, economic and cultural factors in relation to educational choices. The teaching combines theory with the study of examples from different national education systems. Emphasis is placed on the legislative framework and implementation models of intercultural education in Greece.
Tutors: Nikolaos Gogonas
In this course we address issues surrounding immigration. Special attention is paid to migration as part of a transnational revolution that is reshaping the world. The question of to what extent ethnic minorities should maintain their cultural practices without creating a threat to the national culture is also explored. Furthermore, we discuss the development of relationships with cultural others, and focus on resolving conflicts between groups, regions and nations. Special attention is paid to the historical reasons for conflicts, such as historical antagonism between ethnic groups (e.g., Arabs and Jews, Serbs and Albanian Kosovars). We present the approaches of different cultures to address the legacies of widespread or systematic human rights abuses, as cultural groups move from a period of violent conflict or oppression towards peace, democracy, the rule of law and respect for individual and collective rights. Finally, we discuss the role of the media in cultural change and explore how media construct and shape social reality around us.
Tutors: Nikolaos Gogonas
The aim of this course is, through the study of texts of world literature (both literature for adults and literature for children/adolescents), to enable students to study the relationship between literature and interculturalism, and the way in which literature can be a vehicle for intercultural education. Students will practice textual interpretation and critical thinking, and study such topics as the representation of other cultures in literature, the role of literature in the formation of cultural identity and dialogue between cultures, and literature as a means of promoting an intercultural educational model.
Tutors: Spyridon Kiosses
The goal of this course is the application of Critical Discourse Analysis to the analysis of texts of economic and international relations’ background. In particular, students are expected to analyze authentic texts taken from Economics and International relations registers, after getting familiarized with the theory and working tools of Critical Discourse Analysis.
Tutors: Ioannis Galantomos
In the course the students are invited to reflect upon the phenomenon of migration and the dominant discourses around it recognizing aspects of racist discourse towards migrant flows, dominant representations of the migrant, the refugee, as well as the metaphors that co-shape our perception concerning the identity of the migrant. We aim to raise their awareness around types and dimensions of migration on an individual and a social level, as well as around ways through which (forced) migration may influence the re/definition of people-on-the-move identities. In addition, this course aims to shed light on the discourse of superdiversity and develop students’ awareness about the attitudes of local and national communities towards Greek monoglossia/unilingualism and migrants’ languages. The overall aim is the development of intercultural awareness and skills of intercultural dialogue around issues that concern the sociopolitical present and the deestablishment of stereotypes and visible or invisible racist practices (fluid racism).
Tutors: Rula Kitsiou
Language 1
Chinese Language Level II aims to gain comfort in reading and pronouncing short dialogues and texts, to expand grammatical knowledge, to develop vocabulary in order to understand every day and specific topics, as well as to practice speaking.
Tutors:Georgia Milbani
The objectives of Level II of the Arabic Language is an acquisition in reading and pronouncing short dialogues and texts, an expansion of the students’ grammatical knowledge, a development of vocabulary knowledge in order to understand situations concerning everyday life and specific topics, and a more structed practice of oral skills.
Tutors: Fotis Katsigiannis
Spanish Language Level II centers on the reading and pronunciation of short dialogues and texts with relative ease, the expansion of grammatical knowledge, the development of vocabulary in order to understand everyday life and specific topics, and the practice of speaking.
Tutors: Ilias Economopoulos
The objectives of Level II of Japanese Language are the acquisition of comfort in reading and pronunciation of short dialogues and texts, the expansion of grammatical knowledge, the development of vocabulary in order to understand everyday life and specific topics, and the practice of speaking.
Tutors:Dimitrios Karoutis
Language 2
Chinese Language Level I aims to develop basic Chinese reading and writing skills, to build vocabulary and grammar knowledge skills, and develop simple everyday dialogues that serve in every day communication.
Tutors:Georgia Milbani
Level I of the Arabic Language aims to develop basic reading and writing skills in Arabic language, to build vocabulary and grammar knowledge bases, and to develop simple everyday dialogues that serve in everyday communication.
Tutors: Fotis Katsigiannis
Spanish Language Level I aims to develop basic reading and writing skills in Spanish, build a base of vocabulary and grammar knowledge, and develop simple everyday dialogues that serve in everyday communication.
Tutors: Ilias Economopoulos
Level I Japanese Language aims to develop basic reading and writing skills in Japanese, build a foundation of lexical and grammatical knowledge, and develop simple everyday dialogues that serve in everyday communication.
Tutors:Dimitrios Karoutis
Elective Courses
The course includes an in-depth study of representative authors, works and themes of archaic, classical and Hellenistic literature: Homeric themes and motifs (Helen, Bellerephon, Nausicaa, first-person narratives, the shield of Achilles, Homeric epitaphs, descent into Hades, identification, journey, Homeric simile), archaic moral values and economic and political behavior in Hesiod, iconic dramatic characters (Clytaemestra in the three great dramatists), basic thematics of New Comedy (the role of the slaves in Menander), Theocritus and Hero(n)das. Through these, the students are expected to become more familiar with the language of texts from the relevant genres (epic, tragedy, New Comedy, bucolic poetry, mimes), as well as the study of the imprints of mythological thematic motifs.
Tutors: –
This course explores representative texts from the Enlightenment up to the beginning of the 21st century. Literary texts are examined with emphasis on the historical, cultural, and ideological contexts of Modernity and in relation to their respective aesthetic currents and literary genres. The aim of this course is to familiarise the students with reading and interpreting literary texts using the intellectual tools of comparative literary studies. This semester’s topic is the genre of dystopian literature. Through the presentation of future societies, the literary genre of dystopia tackles contemporary issues and functions as a warning opening up perspectives for new directions of the contemporary world. he course focuses on the language of dystopias as a literary tool, on how language is used to create dystopic worlds, but also on language as a theme within the novels. It investigates the power of language and the strategies used by the author (as well as by the characters) in relation to philosophical and political issued that those texts raise. The following questions are examined: How does the utopian/dystopian perspective shape our understanding of our culture and our society? How do the literary genre of dystopia and its aesthetic impact the formation of our opinions about ideal or horrific communities in today’s world? How do they help us imagine the future differently?
Tutors: Elena Anastasaki
The module’s aim is to familiarize students with the nature of literary translation, both as a phenomenon and a process. As a phenomenon, literary translation is analyzed in relation to literature, culture and society. More specifically, the module adopts a view of translation as lying at the intersection of various literatures and cultures as well as fostering intercultural communication. The module investigates the translators’ decision- making process and the choices they make whilst translating specific texts produced in particular periods. The module finally draws attention to the translator, who, in his/her capacity as intercultural mediator, mediates between the present and the future.
Tutors: –
SEMESTER 5
Compulsory courses
The course is a general introduction to research methodology in the humanities and social sciences. Emphasis is placed on scientific research within real social contexts. There is a brief and concise presentation of the main research approaches as well as the design axes of a small-scale research project. Emphasis is placed on strategies of empirical data collection such as interviews and questionnaires and observation. Students have the chance to be acquainted with the format of a standard research report and the conventions of academic writing and communication of research results. All the above are negotiated with a view to preparing students for their final thesis as well as other research assignments in the context of their undergraduate studies.
Tutors: Katerina Makri
The objective of this course is the development of critical language awareness of students, so that they can use logoanalytic tools, in order to analyse, deconstruct and redesign the social worlds that they inhabit through a lens of linguistic, spatial and social justice. There is a special emphasis on the importance of discourse-analytic traditions to make visible the naturalized reality of students’ everyday life including examples and current topics that they bring into the classroom. In the course students are invited to make a transition from regarding language as a system to approaching language as use and social practice. We explore applications of discourse analysis on texts of popular culture (media, advertisments), on the linguistic landscape, as well as examples of humorous discourse, sexist language and discourse, bilingual conversations, classroom discourse (as part of critical ethnography) and rhetoric cartography.
Tutors: Rula Kitsiou
This course examines the classic thematics of psychology from the point of view of variations and similarities that are noticed between different cultures. In this context, the tuition is going to focus on theories and research of cross-cultural psychology and, in particular, in topics like psychopathology, intimate relationships, intergroup relations, personality, cognitive process, and individuals development.
Tutors: Evangelia Kateri
The aim of the course is to enhance the self-consciousness of translators with regard to the crucial social role they are called upon to play in the contemporary society in which they live and work. Starting from the assumption that translation is a process that is embedded in specific socio-political and cultural contexts, the role of translators and interpreters in the contemporary globalised environment is examined, as well as the influence of power relations on both the choice of texts to be translated and the techniques chosen by the translator. The concept of ‘professional socialisation’ of translators is also explored with reference to the need, terms and processes of adaptation to the ever-increasing demands of the translation profession.
Tutors: George Damaskinides
Τhe course aims at introducing students to the theory and practice of translation in order to provide them with a theoretical background for the act of translating. To this end, basic concepts and theories of translation are presented such as Text-Typology, the concept of equivalence and translation competence, as well as the function of the text to be translated. In addition, students are introduced to translation strategies and techniques through practice in a wide range of general texts. They are assigned to translate general text-types such as tourist guides, articles from the Press and advertising brochures in order to closely relate theory to the practice of translation and apply the theoretical knowledge they have obtained during the course.
Tutors: Evangelia Saridakis
Language 1
Chinese Language Level III aims to gain comfort in reading and pronouncing short dialogues and texts, broadening grammatical knowledge as well as developing vocabulary in order to understand topics related to Chinese history and contemporary culture.
Tutors:Georgia Milbani
Level III aims to enrich and strengthen students’ grammatical knowledge, always in combination with texts that will strengthen their existing vocabulary knowledge. The texts of the level are more extensive than Level II and the syntactic structures and phenomena richer, nevertheless each chapter has a theme to familiarize the students with specific situations & habits of everyday life. he strengthening of oral ability gradually becomes more important.
Tutors: Fotis Katsigiannis
Spanish Language Level III focuses on the reading and pronunciation of short dialogues and texts with great ease, the expansion of grammatical knowledge and the development of vocabulary in order to understand topics related to the history and contemporary Spanish-speaking culture.
Tutors: Ilias Economopoulos
Level III of Japanese Language aims to acquire comfort in reading and pronunciation of short dialogues and texts, to expand grammatical knowledge and to develop vocabulary in order to understand topics related to history and contemporary Japanese culture.
Tutors:Dimitrios Karoutis
Language 2
Chinese Language Level II aims to gain comfort in reading and pronouncing short dialogues and texts, to expand grammatical knowledge, to develop vocabulary in order to understand every day and specific topics, as well as to practice speaking.
Tutors: Dimitrios Karkanis
The objectives of Level II of the Arabic Language is an acquisition in reading and pronouncing short dialogues and texts, an expansion of the students’ grammatical knowledge, a development of vocabulary knowledge in order to understand situations concerning everyday life and specific topics, and a more structed practice of oral skills.
Tutors: Fotis Katsigiannis
Spanish Language Level II centers on the reading and pronunciation of short dialogues and texts with relative ease, the expansion of grammatical knowledge, the development of vocabulary in order to understand everyday life and specific topics, and the practice of speaking.
Tutors: Ilias Economopoulos
The objectives of Level II of Japanese Language are the acquisition of comfort in reading and pronunciation of short dialogues and texts, the expansion of grammatical knowledge, the development of vocabulary in order to understand everyday life and specific topics, and the practice of speaking.
Tutors:Dimitrios Karoutis
Elective courses
The course includes further in-depth study of representative authors, works and themes of archaic, classical and Hellenistic literature: Homeric themes and motifs (Aeneas and Hector in Homer and their imprints in Vergil’s Aenead, Odysseus’s death, Odysseus in Iliad, in Odyssey and in Sophocles’ Ajax ), delving into archaic moral values and economic and political behavior in Hesiod, iconic dramatic themes (the arbitrariness of power in Aeschylus’ Prometheus Bound, the role of the central hero in Sophocles’ Oedipus Tyrannus, the role of Medea in Euripides’ famous tragedy), New Comedy (the role of Cnemon in Menander’s Dyskolos, sources and reception of the relevant literary character up to Modern Times), Callimachus (Hellenistic hymns), Apollonius of Rhodes (Hellenistic epic). Through them, the aim is to further familiarize the students with the language of the texts from the relevant genres (epic, tragedy, Hellenistic poetry), as well as the study of the imprints of mythological thematic motifs.
Tutors: Panagiotis Kontonassios
This course explores representative texts from the Enlightenment up to the beginning of the 21st century. Literary texts are examined with emphasis on the historical, cultural, and ideological contexts of Modernity and in relation to their respective aesthetic currents and literary genres. The aim of this course is to familiarise the students with reading and interpreting literary texts using the intellectual tools of comparative literary studies. This semester’s topic is the relation of literature and philosophy with a focus on the literary text as a means to produce as well as disseminate philosophical thought. It examines fiction as a method of development of philosophical thought, that is as a bridge between abstract thought and its incarnation through literary characters and situations by means of specific examples. It investigates questions such as: what is the role of literature in the development and dissemination of philosophical thought? How can we read a literary text philosophically? Where do those different fields of thought and their texts converge and where do they diverge?
Tutors: Elena Anastasaki
The course aims to acquaint students with the theoretical discourse and divergent views regarding the digital condition in the Humanities, as well as to bring them to contact with digital applications, resources and sources that facilitate philological research and literary reading and interpretation. As part of the course, students will become familiar with electronic text production, digitization of texts, and digital editions of literary archives; they will browse digital libraries and repositories; they will visit digitized journals and reference works, educational websites and databases. They will thus shape an overall picture of the new digital textuality and the New Literacies that are required for researchers, readers and also teachers of Literature to adequately respond to these challenges.
Tutors: Katerina Makri
The course “Teaching Literature” is an introduction to the respective discipline, its terminology, its research object, principles, aims, objectives and methodology. Students will have the opportunity to systematize their knowledge of the synchronic (Literary Theory, Comparative Literature) and diachronic (History of Literature/Literary History) dimensions of the study of the literary phenomenon, as well as the relevant theoretical discourse developed during the 20th century. They will also become familiar with conventional and digital tools for reading and interpreting literary texts, as well as for the design and implementation of their teaching proposals, based on the view of literature as a social and cultural practice, a field for the formation of meanings and identities, but also for intercultural communication. Finally, they will have the opportunity to work in groups and devise teaching scenarios on works of Modern Greek and world literature that they will choose themselves, applying reading-critical approaches, seeking a reading and creative response, and adhering to the basic principles of intercultural pedagogy.
Tutors: Spyridon Kiosses
SEMESTER 6
Compulsory courses
The purpose of the course is to introduce students to the principles of choosing a topic and planning a scientific paper at an undergraduate level, within the context of the humanities and social sciences. Moreover, the course aims to to elaborate on the concepts “theoretical stance – research perspective – research strategy – research design” as well as the various typologies around the concepts of research “methods” and “tools” with a clear separation of these two. he various stages of selection and design of methods and tools will be studied, as well as how the former determines the latter and vice versa. The ultimate goal is for students to gain a complete and clear picture of the research process through the examination of the individual stages of a complete research design.
Tutors: –
The course aims initially to introduce the students into basic phenomena of computer mediated communication on the basis of digital reason critique. Students are invited to problematize the social groups of “digital natives” and “digital immigrants” and discuss issues such as socialization practices in the context of CMC, digital technologies users’ identities, as well as phenomena such as fake news, algorithmic censorship, language use in the internet. In addition, in the second part of the course we explore the notion of literacy/literacies and their redefinition as multiliteracies (new literacies).
Tutors: –
This course examines the classic thematics of psychology from the point of view of variations and similarities that are noticed between different cultures. In this context, the tuition is going to focus on theories and research of cross-cultural psychology and, in particular, in topics like psychopathology, intimate relationships, intergroup relations, personality, cognitive process, and individuals development.
Tutors: –
This course introduces the theory, research and main applications of intercultural management. The course aims to provide students who wish to work with the management of an intercultural project or organisation with the appropriate tools, knowledge, and skills. Concepts and models of cultural management and communication, as well as applications of intercultural management using case studies of European research projects, are the principal axes of the course. Finally, the course offers the opportunity for hands-on learning activities with ICT used in the context of intercultural projects, through small-scale collaborative workshops with the aim of empirical contact with the subject of intercultural management.
Tutors: –
This is the continuation of the course «Translation Α->Β». It presupposes students’ familiarization with the basic theoretical translation tools and it focuses mainly on translation examples and practical exercises. Furthermore, students are introduced to translating texts from various thematic areas such as EU texts, literary and technical texts.
Tutors: Evangelia Saridakis
Language 1
As an extension of the intensive study of the Chinese language, Chinese Language Level IV gives an emphasis on the reading of contemporary texts of social and cultural content and interest.
Tutors:Georgia Milbani
Level IV is structured in such a way as to enrich the vocabulary of students as well as to encourage them to use more complex lexical and grammatical structures of the Arabic language. The aim of the level is everyday communication in specific contexts in which one/someone will be called upon to use the Arabic language in case they visit an Arab country for additional studies. The level texts are clearly more extensive than Level III and the syntactic structures and phenomena richer. An intensive effort will be made to practice reading skills, listening skills as well as the production of written texts.
Tutors: Fotis Katsigiannis
Continued intensive study of the Spanish language with emphasis on reading contemporary texts of social and cultural content and interest.
Tutors: Ilias Economopoulos
Continued intensive study of the Japanese language, with emphasis on reading contemporary texts of social and cultural content and interest.
Tutors:Dimitrios Karoutis
Language 2
Chinese Language Level III aims to gain comfort in reading and pronouncing short dialogues and texts, broadening grammatical knowledge as well as developing vocabulary in order to understand topics related to Chinese history and contemporary culture.
Tutors:Georgia Milbani
Level III aims to enrich and strengthen students’ grammatical knowledge, always in combination with texts that will strengthen their existing vocabulary knowledge. The texts of the level are more extensive than Level II and the syntactic structures and phenomena richer, nevertheless each chapter has a theme to familiarize the students with specific situations & habits of everyday life. The strengthening of oral ability gradually becomes more important.
Tutors: Fotis Katsigiannis
Spanish Language Level III focuses on the reading and pronunciation of short dialogues and texts with great ease, the expansion of grammatical knowledge and the development of vocabulary in order to understand topics related to the history and contemporary Spanish-speaking culture.
Tutors: Ilias Economopoulos
Level III of Japanese Language aims to acquire comfort in reading and pronunciation of short dialogues and texts, to expand grammatical knowledge and to develop vocabulary in order to understand topics related to history and contemporary Japanese culture.
Tutors:Dimitrios Karoutis
elective courses
The course explores important aspects of daily life in Ancient Greece as we can perceive through ancient drama. Focusing on Euripides’Medea and Aeschylus Persians the course deals with issues of otherness, the encounter between the Greeks and various non-Greeks (barbarians), the ideology behind the Panhellenic Idea, as it was reproduced in the texts of the fifth century B.C.
Tutors: –
In the course we will examine masterpieces of Modern Greek Literature in their historical context, as well as their reception by both critics and the wider public. Emphasis will be placed on strategies of representation, construction, negotiation, and/or rewriting of identities during encounters, interactions, confrontations and/or clashes among individual writers or groups of writers from different cultural, linguistic, social etc. backgrounds, The approach will focus on close readings of both literary texts and theory/criticism, while taking into account the conventions of the different literary genres employed and the way in which those relate to the literary ventures in question. Theoretical tools will be drawn from the fields of comparative literature, cultural iconology, psychoanalysis, post-colonial criticism and gender studies. Readings will include works by Solomos, Pitzipios, Psycharis, Roidis, Cavafy, Karagatsis, Kranaki and others.
Tutors: –
The course aims to acquaint students with the theoretical discourse and divergent views regarding the digital condition in the Humanities, as well as to bring them to contact with digital applications, resources and sources that facilitate philological research and literary reading and interpretation. As part of the course, students will become familiar with electronic text production, digitization of texts, and digital editions of literary archives; they will browse digital libraries and repositories; they will visit digitized journals and reference works, educational websites and databases. They will thus shape an overall picture of the new digital textuality and the New Literacies that are required for researchers, readers and also teachers of Literature to adequately respond to these challenges.
Tutors: –
This course examines representations of the Other in modern Greek and world literature: the process of production and reception of ethnic and racial stereotypes and their social impact. Teaching will involve the parallel study of literary works, historical sources and theoretical/critical texts.
In particular, the content of the course includes, among others, the following:
- Introduction to the field of cultural iconology (imagologie). Clarification of the concepts of “iconology”, “image”, “stereotype”, “prejudice” and “iconography”.
- Interpretation of the process of production and reception of ethnic and racial stereotypes and their social impact.
- Study of the polysemy of the concept “stranger”.
- Διερεύνηση της εικόνας του Άλλου με τις μεθόδους της δομικής ανάλυσης και της σημειολογίας.
- Εξέταση της σχέσης στερεοτυπικής ιδεολογίας και κειμενικής μορφής με τα ερευνητικά εργαλεία της αφηγηματολογίας.
- Αναλυτική παρουσίαση των παραπάνω θεωριών που εμπίπτουν στο πεδίο της πολιτισμικής εικονολογίας και εφαρμογή τους σε λογοτεχνικά κείμενα (πεζά και ποιητικά).
Tutors: Spyridon Kiosses
SEMESTER 7
Compulsory courses
The course provides the opportunity to deal with the design and management of an intercultural project, to learn about methods and tools necessary for implementing and evaluating projects, and to claim funding for their project. Students are expected to design a comprehensive proposal for the implementation of an intercultural project for a cultural organisation or body of their choice, on issues of cultural democracy, intercultural dialogue, cultural cohesion and integration, with the aim of sustainability, social peace and cultural pluralism.
Tutors: Irini Sifaki
The course aims at students’ familiarization with the act of translating and its basic techniques from Language B to Language A through their practice in text-types from various thematic fields. In particular, the course examines translation methods for the text to be translated as well as suitable translation solutions to problems and difficulties arising during the translation process. In addition, students are exercised to the translation process organisation and to the use of translation resources by means of specific practical exercises. Through the analysis of the translation process, they learn to apply main theoretical approaches they have been taught and also, they get some practice on basic techniques related to translation assessment.
Tutors: Evanthia Saridakis
Language 1
In the context of the intensive study of the Chinese language, emphasis is given to the reading of contemporary texts of social and cultural content, as well as of literary works.
Tutors:Georgia Milbani
Level V is an important tool in the academic development of the students who attend it. The main objectives of the level are the following 2: 1) to introduce the students to terminologies useful for their science, but also to offer them the knowledge to approach official texts, articles, etc. or to achieve a future research. 2) to prepare them for future professional activity in an Arab country. To achieve these goals, there are thematic sections for easy and fun learning.
Tutors: Fotis Katsigiannis
Continued intensive study of Spanish with emphasis on reading contemporary social and cultural texts, as well as literary passages.
Tutors: Ilias Economopoulos
Continued intensive study of the Japanese language, with emphasis on reading contemporary social and cultural texts and literary passages.
Tutors:Dimitrios Karoutis
Language 2
As an extension of the intensive study of the Chinese language, Chinese Language Level IV gives an emphasis on the reading of contemporary texts of social and cultural content and interest.
Tutors:Georgia Milbani
Level IV is structured in such a way as to enrich the vocabulary of students as well as to encourage them to use more complex lexical and grammatical structures of the Arabic language. The aim of the level is everyday communication in specific contexts in which one/someone will be called upon to use the Arabic language in case they visit an Arab country for additional studies. The level texts are clearly more extensive than Level III and the syntactic structures and phenomena richer. An intensive effort will be made to practice reading skills, listening skills as well as the production of written texts.
Tutors: Fotis Katsigiannis
Continued intensive study of the Spanish language with emphasis on reading contemporary texts of social and cultural content and interest.
Tutors: Ilias Economopoulos
Continued intensive study of the Japanese language, with emphasis on reading contemporary texts of social and cultural content and interest.
Tutors:Dimitrios Karoutis
elective courses
The course explores various aspects of autobiographical writing (autobiography, memoir, testimony, epistolary writing, personal blog) as texts that represent the self in society through an array of mnemonic and narrative strategies. It investigates ways with which an author constructs and represents memory through narrative and the impact of those narratives on the broader reception of historical, social and cultural contexts within which those texts were produced. In this course the following issues and questions are examined: the role of literature in identity construction and self-perception; the function of literature as a reflective tool and as a tool of thinking and processing both historical reality and the perception of the self within this reality; fiction as a method of personal development through specific examples; the role of fiction in the construction of a social image of the self; how we read an autobiographical text.
Tutors: Elena Anastasaki
Through a comparative analysis of theoretical and literary texts from global cultural history, the module presents the tools pertaining to the intersectional and comparative arts approaches to literature. Τhese approaches involve studying comparative arts references; mutual topoi, motifs and themes; the creative reception of literature; adaptation from one medium to the other; as well the combination of artistic means. Attention is given to the semiotic codes of means and arts (discourse, image, sound, literature, visual arts, music, radio and cinema), as well as to the historical and cultural context of the texts which belong to various literary periods and cultural traditions.
Tutors: Eleftheria Tsirakoglou
In this course we will examine landmark works of post-colonial and intercultural theory and criticism (including those of Fanon, Said, Bhabha, Spivak, Pratt, Greenblatt) along with literary works from different periods and cultural traditions. The course organization aims at highlighting areas of study and questions that are at the core of post-colonial and intercultural literary studies: travel literature and orientalism, the experience of colonization and de-colonization, immigration, expatriation and exile, diasporic identities. Writers studied will include Chateaubriand, Flaubert, Woolf, Conrad, Orwell, Maugham, Camus, Mahfouz, Achebe, Rushdie, Nabokov, Hong Kingston.
Tutors: Emmanuela Kantzia
The unit aims at introducing students to the concept of adaptation, through the study of its historic evolution and the presentation, comprehension and utilization of the theoretical and methodological narrative tools (mainly literary and cinematic) which are drawn from cultural studies, semiotics and narratology and are used to analyze it. The students will have the opportunity to apply the theories through in selected cinema and television scenes, deriving from various sources (theater, literature, comics etc.), while the comparative analysis will help them develop their theoretical and critical thinking.
Tutors: Eleftheria Tsirakoglou
SEMESTER 7-8
Optional in both directions in the Semester 7-8
The course provides the opportunity to deal with the design and management of an intercultural project, to learn about methods and tools necessary for implementing and evaluating projects, and to claim funding for their project. Students are expected to design a comprehensive proposal for the implementation of an intercultural project for a cultural organisation or body of their choice, on issues of cultural democracy, intercultural dialogue, cultural cohesion and integration, with the aim of sustainability, social peace and cultural pluralism.
Supervisors: All faculty members
SEMESTER 8
Compulsory in both directions in the Semester 8
The Practicum is an effective method through which students can familiarize themselves with the subjects of their possible future employment and connect their learning with corresponding professional environments. Through their practice in real and varied working conditions for a period of two months, they will have the opportunity to actively participate and understand experientially aspects of their professional fields to achieve their best integration into the workplace immediately after the end of their studies.
Internship Committee: Irini Sifaki, Ioannis Galantomos, Anastasia Gaydartzi