This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.

Human rights and their fortification through conventions and treaties are thought to be one of the greatest achievements of the previous century. A very important category of human rights is the Linguistic Human Rights (LHR). Linguistic Human Rights are connected to basic human rights and are of great importance in policy and planning. There have been numerous researches on language policies and in educational systems around the world. However, minority populations’ opinion, for example refugees’ opinion, is rarely represented in these researches. The present research aims at exploring the existing language policies in Greece in reference to minority languages. For the needs of this research six adult refugees participated in short semi-structured interviews. Even though participants seemed to be unaware of the term “Linguistic Human Rights”, most of them referred to the difficulty they have in exercising major human rights due to the monolingual policies that are followed in Greece. Taking into consideration the importance of Linguistic Human Rights and people’s need to use their mother language(s) in Greece, the last part of this research includes suggestions and ideas towards multilingual practices that come from different countries around the world.

The research process is a safe way for children to learn. The inquiry-based learning in kindergarten enables children to deepen their knowledge and expand it on existing ones. The kindergarten space contributes to it depending on its layout and how it is utilized of them. The methodology that used was the qualitative discourse analysis in the submitted minutes of students' activities and evaluations coded for the concept of inquiry-based learning. The research sample consists of the texts of 159 pre-service teachers from the School of Preschool Education of the University of Thessaly. The results make it clear that, based on the research questions posed in the present study, pre-service teachers believe that inquiry-based learning can be cultivated in relation to the way that the space is shaped.

Η παρούσα μελέτη εξετάζει τα ανθρώπινα δικαιώματα και την έννοια της ιδιότητας του πολίτη υπό το πρίσμα της παιδαγωγικής επιστήμης. Η μεθοδολογία που εφαρμόστηκε ήταν η πειραματική μέθοδος. Σε ένα δείγμα 100 παιδιών πειραματικής ομάδας και ομάδας ελέγχου πραγματοποιήθηκε ένα πρόγραμμα παρέμβασης με εμβάθυνση στους άξονες των ανθρωπίνων δικαιωμάτων και της έννοιας της ιδιότητας του πολίτη. Η ανάλυση των ευρημάτων παρουσιάζονται σε τέσσερις άξονες. Η πρώτη σχετίζεται με την ανάλυση των απαντήσεων των δύο ομάδων με τη χρήση ποσοτικών δεδομένων. Ο δεύτερος άξονας αφορά την ανάλυση λόγου των απαντήσεων των παιδιών. Ο τρίτος άξονας αφορά τη συμμετοχή των παιδιών και ο τέταρτος στο αναδυόμενο πρόγραμμα δραστηριοτήτων από τα παιδιά. Συμπερασματικά, σύμφωνα με τα αποτελέσματα της έρευνας, τα παιδιά μπορούν να επηρεάσουν με τη συμμετοχή τους στη διαμόρφωση του προγράμματος σπουδών σε μικρο-επίπεδο, αλλά επίσης να επηρεάσουν τη συμπεριφορά τους και σε μακρο-επίπεδο. Τα παιδιά φαίνεται να κατανοούν ένα παιδαγωγικό πλαίσιο της έννοιας των ανθρωπίνων δικαιωμάτων και την έννοια της πολιτότητας ως προϋπόθεση για την ποιότητα της ζωής τους. Έχουν την ικανότητα να επηρεάζουν το σχολικό πλαίσιο και όχι μόνο την καθημερινή ζωή τους, να σέβονται τις επιθυμίες των άλλων, να κατανοούν τα όρια και τους περιορισμούς στο σχολείο και την τοπική κοινότητα και να αντιλαμβάνονται τη συμμετοχή ως κοινωνική υποχρέωση αλλά και ως δικαίωμα.

The refugee issue facing our country in recent years has triggered a heated debate in the social sciences about its impact on students. Most research focuses on the education of refugees and their smooth integration into society and the psychological support of families. However, there is a lack of interest in the research field for refugee reception about the teachers, pupils and parents' views and what their perspective is on this, as they directly and indirectly affect them. In this context, the present study focuses on the perspective of teachers, pupils and parents on the refugee issue, what they feel and how they perceive it, and we will examine whether the formal curriculum and informal curriculum through actions taken teachers can influence students' attitudes. In the direction indicated by the international literature, this research will be structured in a sample data collection (25 teachers, 25 students, 25 parents in Thessaloniki, Greece) through questionnaire and interview questions in primary school children on the perspective of teachers, students and parents on the refugee issue. The research findings are expected to illuminate the perspective of teachers, students, and parents on the current issue of refugee issue.