The present paper is concerned with the standpoints related to the current economic and values crisis and which are articulated by the "Chrisi Avgi" supporters, also being teaching faculties' students. The research was carried out during a period of intense political mobility, because of the double elections in Greece, in May and June 2012. The specific age group was selected due to their future contribution, as educators, to the Greek educational system. Reference is made to the future teachers' perception of education and their role in schools in association with their choice to support the extreme right party. The research methodology was implemented in the form of repetitive semi-constructed conversations and in three marked determinant phases in which the students' initial reluctance to express themselves was observed while, after the establishment of a more confident atmosphere, they were apparently willing to actively participate in the research. The outcome focuses on the consideration about the alteration of both the educational system structure and curricula as well as on the teacher's dynamics to form "the Greek Character" ideal within a downgraded society.
The article centres on the socio-political dilemma that Greece has been experiencing due to the 2008 economic crisis and the subsequent economic reforms. These reforms, despite being widely unpopular, have had an impact on all aspects of life, including education and the education system. Although educationists and educators as such cannot do much in terms of restoring the economic and socio-political equilibrium in the country, they are able to raise a prophetic voice about what should be done. As one such voice, this article discusses, based on analysis of the situation in Greece through the lens of the social space and ethical / moral action theory, how economic and socio-political equilibrium could be restored in Greece (and in other countries similarly afflicted by emerging economic reforms). Steps such as the following are suggested and discussed: the concept of education to be revisited; a new approach to education in the form of schooling to be considered; education policy to be revised; the education system to be restructured; the curriculum to be reshaped and concrete steps to be taken to put all of the theory outlined in this article into practice.
Discourse critical analysis of the Dictatorship educational policy (1967-1974) about the Greek-speaking education of the Greeks abroad Evaggelia Kalerante AbstractThe present paper is concerned with the Dictatorship legislative texts (1967)(1968)(1969)(1970)(1971)(1972)(1973)(1974) related to issues about the Greek-speaking education of the Greeks abroad.The legislative texts about education are presented as discourse in which the cultural and political practice is articulated; and is also composed by other cultural and political practices conducive to its dialectic association with other dimensions of society. The critical analysis of the Dictatorship legislative texts focuses on the discourse verbal practices and the ideological scenario. Thus, an attempt is made to depict: a) discourse practices and b) broader social and political structures and standpoints in the legislation which are related to the broader theoretical frameworks of the democratic regime and, particularly, special issues about the nation-state definition.The fact that should definitely be made obvious is how the discourse practices in legislation are conducive to the reproduction of political-educational standpoints of the Greek nation-state in association with the Greek population abroad on the basis of a broader political framework of dictatorship. Norman Fairclough's discourse critical analysis was chosen because there is interest in: the linguistic characteristics of the text and how they are attuned to the regime's political practice. The critical analysis in use serves the political discourse which is developed throughout dictatorship. Emphasis is placed on verbal references, ideological contexts and political significations. Therefore, throughout the discourse educational levels, in which legislation is introduced, the regime's structure of ideology is elevated.More specifically, the research was based on three pivots: the first pivot was concerned with the selection of the research problem, namely the educational legislation, during the period mentioned before, about a special form of education, the Greek-speaking education of the Greeks abroad. The legislative texts were deemed verbal practices so that questions could be posed about how the particular educational legislation is differentiated from other previous periods of democracy and whether the ideological principles and standpoints of dictatorship are reflected by the specific legislation. The second pivot was concerned with the association of the Greekspeaking education, indicatively, with other educational laws so that verbal interpretations of identity or variation are elevated. In the third pivot, emphasis was placed on the interdisciplinary incorporation of various theories interpreting dictatorship as a political system and the Greek dictatorship, during the specific period, as a particular political system. The research findings are considered to be important in providing new data about the dictatorship educational policy in the particular issue, namely the Greek-speakin...
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