1. Embedded Diversity and the New Others
The Case of Rhodes Island

2. Drama, Solidarity and Hatred

3. Mixed Migration Flows

4. Aegean Sea: Points of Arrival

5. Deaths and Missing Persons along the Migration Routes

6. Qualitative Characteristics – Longitudinal Approaches

7. Arrests for Illegal Entry and Stay:
East Aegean Islands and Dodecanese in Particular

8. The Rhodian Muslim Community
700 years of presence on the island
Always a demographical minority but politically strong during the Ottoman administration of Rhodes (1522 – 1912)
A bilingual community
A separate educational system until A parallel curriculum until 1972
Diversity inscribed in the “memory of the space”
A sui generis embedded diversity
I’ve never felt different from the Greeks. People loved me and I love them. Rhodes is my place. Here is my property, here are the graves of my parents.
Interview with S. O.

9. Religion and the “Other”:
Europe, Greece and Rhodes
Monotheist religions were self-defined from an implicit othering process
De-institutionalisation and secularisation of Islam in Europe
Muslim immigrants in Europe are encouraged to objectify Islam
Lower degree of secularisation in Greece connects religious communities to the national context

10. Religion and the “Other”:
Europe, Greece and Rhodes
The socio-economic conditions in Rhodes lead to a higher degree of secularisation for the Muslim communities compared to Thrace
I rarely go to the Mosque, only at the Bairam or at weddings etc. Just like you go to the church only in Christmas and Easter.
Interview with M. K.
People here don’t go to the Mosque. It’s not like my family in Xanthi (Thrace). They don’t even fast! They drink alcohol and eat pork. Back there (Xanthi) things are very strict.
Interview with F. H. and T. M.

11. Education and the “Other”
Concern about the Other is not a moral issue but a predicate of human nature
Minorities and immigrants are conceptually different; yet, the historical context indicates common methodological perspectives
Immigrants are going through a gradual process of “minoritisation”
The point of convergence between minorities and immigrants is not a moral stance but an actual common need for successful integration
Educational system condenses the social diversity and is the focal point of application of integration policies

12. Education and the “Other”
The parallel curriculum extended the diversity
I attended the Muslim School in the Old Town back then. The result is that I don’t understand sufficiently either Greek or Turkish…
Interview with H. K.
The presence of the “Other” is a factor of plurality
I was allowed to abstain from the religion classes in school. I didn’t. In the courses about Islam I was happy to contribute
Interview with F. H.

13. Education and Empowerment
Empowerment is a prerequisite for the development of acceptance
Acceptance of a passive bearer of cultural characteristics is void of meaning compared to an active cultural operator
Empowerment is an act of active restoration of justice against the marginalised other
I didn’t have the opportunity to attend a Muslim school because it was closed just on the year I was supposed to attend.
What are your views about that?
I don’t know… shouldn’t I have the opportunity to learn correctly the language of my father? The same applies to my children!
Interview with M. K.

14. Thank You P. Kimourtzis, Associate Professor, University of Aegean
G. Kokkinos, Professor, University of Aegean
P. Karamouzis, Associate Professor, University of Aegean
D. Kypriotis, PhD, University of Aegean
I. V. Papageorgiou, Research Associate, Rhodes Project SCE