This book is mainly addressed to candidates and practicing teachers but also to education executives. It includes a methodological proposal as well as specific tools to support teachers’ professional learning as researchers and reflective practitioners. This proposal is based on the theory, research and practice of professional learning and on working with teachers in action […]
Type: Book chapter
Education and social justice: The Contribution of Critical Pedagogy
This text refers to the relationship between education and social justice. Focusing on the Critical Pedagogy movement, the paper presents the movement’s proposal for the social mission of education in the perspective of reforming political and social conditions. Issues concerning the role of the school, its political dimension, its relationship with the social context and […]
Read More… from Education and social justice: The Contribution of Critical Pedagogy
Synergies between formal and non-formal education: activities in Elaionas refugees camp with children and adults
The subject of this paper is the presentation of three educational actions within the Open Refugee Accommodation Facility of Elaiona, with emphasis on the synergy between formal education (Annex of the 54th Kindergarten of Athens) and non-formal education for children (Sama tasavata) and for adults (TaMam). Having critical pedagogy as a theoretical background, the actions […]
The formation of national identity in the Greek school: “us” and the “others”
The text highlights the role of the school in modern states as a mechanism aimed at cultural homogenisation and the formation of collective national identity. It analyses contemporary conceptions of the historicity of the nation according to which the national ‘self’ is defined in each case through the ‘others’. It stresses the importance of school […]
Read More… from The formation of national identity in the Greek school: “us” and the “others”
Heterogeneity and school
The authors explore why teachers are totally unprepared to accept in the classroom the various versions of diversity: ethnic, social, cultural. They argue that this is largely due to the way they have been trained and are called upon to educate. In Greek education, the value of homogeneity and the silencing of difference are two […]
Motivation in Education
Every school context is unique and every educational effort has as its starting point a full understanding of it. Nothing can be done without taking into account the needs of children, the way they perceive reality, the questions they have, the obstacles they encounter in understanding. In order to succeed in mobilising the learning processes, […]
The “other” students at school: from assimilation of differences to “intercultural” inquiry
The text presents some basic directions followed by educational policy regarding the integration of pupils with ethnocultural differences (children of immigrants or minorities) in school. It draws on the experience of three Western countries: the United States, Great Britain and France. It then shows how this issue is linked at the research level to the […]
Language Diversity in Greece
The author leads us on a journey through the multilingual past of Greece. Arvanitic, Meglenitic, Romanic, Turkish, Sephardic and so many other languages and dialects were spoken and are still spoken in this land. A historical and linguistic journey that proves that diversity in Greece is a component of our culture and the notion of […]
Heterogeneity and school
The authors explore why teachers are totally unprepared to accept in the classroom the various versions of diversity: ethnic, social, cultural. They argue that this is largely due to the way they have been trained and are called upon to educate. In Greek education, the value of homogeneity and the silencing of difference are two […]
“We” and the “others”: teachers’ experiences
The authors describe their experiences from two different educational contexts: a primary school in Athens with 65% Turkish-speaking students, internal migrants from Thrace, and a high school in Thrace with exclusively minority students. They explain how they experienced contact with difference in all its forms (students, parents, fellow teachers) and how the conflicts that daily […]
Read More… from “We” and the “others”: teachers’ experiences