Dr Katerina Strani is Associate Professor and Migration Theme lead at the Intercultural Research Centre at Heriot-Watt University. Katerina has a background in languages and politics. She has published papers on intercultural dialogue, racism and hate speech, language and heritage, and an edited volume on Multilingualism and Politics (Palgrave, 2020). Katerina has led EU-funded projects on racism and discrimination, and two language and culture apps, for newly arrived migrants and refugees, and for...
Migration Reasearch Hub ID: 1910
ORCID https://orcid.org/0000-0002-5791-0465
Twitter https://twitter.com/KaterinaStrani

Roles

  • Heriot-Watt University

    University, Edinburgh, United Kingdom
    Associate Professor

Research

Resilience, smartphone use and language among urban refugees in the Global south

Authors Gina Netto, Lynne Baillie, Theodoros Georgiou, ...
Year 2021
Journal Name Journal of Ethnic and Migration Studies
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1 Journal Article

Measuring change in longitudinal research on pragmatic competence: A multinomial logistic model

Authors Anna Szczepaniak-Kozak, Ewa Bakinowska, Katerina Strani
Year 2020
Journal Name Biometrical Letters
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2 Journal Article

Multilingualism and Politics Revisited: The State of the Art

Authors Katerina Strani
Year 2020
Book Title Multilingualism and Politics Revisited: The state of the art
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3 Book Chapter

Introduction

Authors Katerina Strani
Year 2020
Book Title Multilingualism and Politics Revisited: The state of the art
4 Book Chapter

Multilingualism and Politics

Authors Katerina Strani
Year 2020
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5 Book

The Lightness of Heritage

Authors Katerina Strani
Year 2020
Book Title er Scribendum, Sumus: Ethnopoesis, or Writing Heritage. A Cèilidh in Honour of Mairéad Nic Craith
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6 Book Chapter

European capitals of culture

Authors Cristina Clopot, Katerina Strani
Year 2019
Book Title Heritage and Festivals in Europe
7 Book Chapter

Intercultural Training for Educators of Adult Migrants

Principal investigator Katerina Strani (PI, project coordinator)
Description
Europe is experiencing one of the most significant arrivals of migrants and refugees in its history. As the number of migrants entering Europe rapidly increases, their cultural integration and inclusion in European societies becomes a priority. Bearing in mind that integration is a two-way process, the progressively increasing multicultural character of EU societies demonstrates the need to introduce intercultural education programmes that recognise and effectively support diversity, promote mutual acceptance and respect, while combating racism and xenophobia. Against this backdrop, supporting the efforts of EU member states to help integrate migrants and refugees into Europe’s education systems and ensure their skills development is an urgent and demanding task. Its success is dependent on the educators and teachers, who should be appropriately trained to have a deep understanding of basic concepts of culture and intercultural communication, as well as the historic and contemporary international context. This would enable them to develop an inclusive curriculum and integrate intercultural citizenship education so that they can foster interculturalism and avoid archaic educational practices that cultivate monoculture, othering and stigmatisation. To achieve this, as well as the wider challenge of migrants’ cultural integration, this project will design a programme for adult educators working with migrants. For this purpose, the project partners will: a) investigate the status quo regarding migrant integration policies, existing programmes and training structures on intercultural training for migrants and educators in partner countries; b) compare and analyse the results of this investigation to develop a needs analysis for intercultural education of trainers; c) develop an internationally competitive modularised training curriculum with qualification standards specialised for Adult Education (EQF Level 5); d) produce a handbook for trainers, which will include learning outcomes, a theoretical framework of basic concepts and the training package itself which will include practical exercises and, where possible, case studies. At the beginning of the project , a database of stakeholders in every partner’s country will be created which will include actors related to the project aim; experts in AE and intercultural education, migration centres providing training, other interested parties etc. The main activities of this project are: O1 and O2: Research on intercultural education; Partners will collect data on existing training programmes designed for migrants and their cultural integration and will point out the needs for updates or the development of new material. O3: Curriculum development; A Curriculum on intercultural education and training for Adult educators will be developed based on O1 and O2 results. O4: Development of training materials; The objective is to elaborate a set of sample training materials organised in modules and divided into topics. Development of a MOOC, where the training materials will be uploaded and adapted. Implementation of a Joint Staff Training Event; The partners will test the developed curriculum and training materials, they will provide feedback on activities and make necessary changes before the final output. The feedback provided by end-users will ensure that the results will be relevant to target groups and will therefore encourage their use. O5 and O6: A Training guide and a course syllabus with final material and useful information and tips will be made available to Adult educators and all interested parties. During the project, the partners will raise awareness of the use of intercultural training techniques in adult education. The project will therefore have a direct impact not only on adult educators and staff involved in the project, but also on the wider target group of adult educators and newly arrived migrants receiving intercultural training focused on the host countries. The integrative nature and the professional relevance of the materials and methodology will also have an impact on the motivation of newly arrived migrants to learn about the culture, customs and everyday life in their host countries. The developed training programme can be easily adapted and tailored to changing needs. The curriculum can also be used as a teaching and learning aid for other institutions as it focuses on certain topics which can be re−organized according to the needs of different contexts. The course could also be transferable to other educational sectors, which will guarantee the sustainability of project results and the project network.
Year 2018
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8 Project

Strategies of othering through discursive practices: Examples from the UK and Poland

Authors Katerina Strani, Anna Szczepaniak-Kozak
Year 2018
Journal Name Lodz Papers in Pragmatics
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9 Journal Article

Public space, collective memory and intercultural dialogue in a (UK) city of culture

Authors Philip McDermott, Mairead Nic Craith, Katerina Strani, ...
Year 2016
Journal Name Identities
Citations (WoS) 6
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10 Journal Article

Moving Languages

Principal investigator Veronica Gelfgren (Project coordinator), Katerina Strani (Co-investigator (UK team PI)), Karin Kronika (Co-Investigator (Austria team PI)), Jaione Santos Miguel (Co-Investigator (Spain team PI)), Alessandro Negri (Co-Investigator (Italy team PI)), Ingmarie Rohdin (Co-Investigator (Sweden team PI))
Description
A mobile phone is proven to be a crucial tool for newly arrived migrants’ and refugees’ wellbeing and integration into their host country. Moving Languages is a 27-month Erasmus+ project (2016-1-FI01-KA204-022678) led by Learnmera Oy in Finland. It has six partners in Finland, Sweden, Spain, Austria, Italy and the UK. The project developed a language and culture app for newly arrived migrants and refugees. Language learning is one of the key priorities of successful integration. Mobile applications are an effective educational source that can be specifically designed for migrants and refugees, as a considerable percentage of them are digitally literate, own smartphones and are looking for new opportunities online in their host countries. This project provides a gamified language-learning solution. It is available in English, Spanish, Italian, German, Swedish, Finnish and the three languages most widely spoken by refugees/migrants in the partner countries. The application will not only help them to learn the local language(s), but it will also introduce them to new cultural concepts in their host countries. Designed to cater to different levels of linguistic competence, this application will also be useful for people who have already been living and working in their new home country for some time. The content of the mobile application covers topics that are essential during the first steps of living in the host country. It contains 2,000-2,500 illustrated vocabulary items for easy concept recognition. This free application has been available for download from all major app stores since June 2018. The Moving Languages project started in September 2016 and it will finish in November 2018. For more information, please visit the project website http://movinglanguages.eu
Year 2016
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11 Project

Diversity in a European context: the Challenge of Creating a Shared Critical Vocabulary

Authors Katerina Strani, Gabriella B. Klein, Emma Hill
Year 2016
Book Title Europe in Discourse: Identity, Diversity, Borders
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12 Book Chapter

Attitudes to ‘race’ in the media: evidence from Greece and the UK

Authors Katerina Strani, Maria Fountana, Stavroula Sokoli, ...
Year 2016
Journal Name Rivista VOCI
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13 Journal Article

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