Αποσπάσματα από το άρθρο μου Road Takes, Road Leaves… “Refugee Roads” Training Program, που έχει δημοσιευτεί στο Journal of Modern Education Review, ISSN 2155-7993, USA
Volume 10, No. 10, October 2020, σσ. 839-843.
…one schoolgirl remarked enthusiastically: “Like the Little Girl who left her garden that was destroyed.”
For the specific literary person on whom we focused our program,
there is nowhere in the relevant literary book (Ilia E., 2012, After “Τhe Little Prince”, Athens: Eridanus) a designation of ethnicity or race, nor is it even referred to by any name other than “Little Girl”.
The narrative point of the relevant work in which the search for another place becomes the only way out and
perspective for the Little Girl-heroine, is the starting point of the narration of the students, who are asked to be
placed in a series of questions common to all. Each question corresponds to a chapter in their story about the refugee
course of the little heroine. In other words, the narration of toddlers is a continuation of the literary text in a specific
direction that the toddlers themselves led it.