Biographical trajectories and identity: Traditional overdetermination and individualisation

Serdedakis, Nikos; Tsiolis, Giorgos

doi:10.1177/110330880000800201

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…The researcher seeks to interpret the data with reference exclusively to the subject and his/her lived experience. The research focuses on the life narratives of the sample, exploring how the respondents, recalling experiences of their working lives -through their own 'realities' -interpret and process what happened when they were invited to teach through distance learning (Serdedakis & Tsiolis, 2000).…”

Section: Methodsmentioning

confidence: 99%

Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic

Tzifopoulos

2024

CEPSj

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No one can dispute the fact that the teaching profession seemed to be tested during the coronavirus pandemic. Teachers were called upon to perform a difficult and multifaced role, without help and support from the state. The issues that teachers had to respond to and solve are related to their autonomy, their digital literacy competences and their relationships/cooperation with students. The new working conditions terrified teachers, who had to manage their digital classroom through a violent readjustment. Under these circumstances, Greek primary school teachers’ narratives offer us their phenomenological perspective on how they coped with their teaching duties during this period of health and educational emergency. An initial attempt is made to empathetically approach the ‘world’ of four teachers, while the subsequent interpretive and critical analysis serves as a means to illuminate ‘hidden’ beliefs of their professional role, the reshaping of their identity, and their adaptation to the online teaching context. Through their narratives, the teachers reflect on the issue of the lack of support from the state. They also note that they found it difficult to manage their e-classes in such a short time. Finally, there is a need for more effective preparation of teachers in times of uncertainty and crisis.

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Section: Methodsmentioning

confidence: 99%

Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic

Tzifopoulos

2024

CEPSj

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“…An important step was taken when older volumes of Young were from 1998 gradually uploaded on an internet site and in spite of 'competition' from JYS, Young managed through 1998-2001 to continue to have 25-30 per cent of its articles from outside the Nordic countries and introduced a new feature, debate articles, where the first were written by the internationally renowned scholars Thomas Ziehe, Simon Frith and Lynne Chisholm. Furthermore, in these years Young attracted not only articles from Western Europe but also from Central and Eastern Europe (Kovacheva, 2001;Leino 2002;Milyukova, 2002;Serdedakis and Tsiolis, 2000;Shvets & Ilyina, 2002;Slowenski, 1999) and thus had the contours of an all-European journal, while JYS overwhelmingly attracted articles from UK, Canada and Australia and was thereby in fact more regional than Young.…”

Section: Figure 1 First Identity Crisis Of Youngmentioning

confidence: 99%

Young Turns Twenty: Reflections on the Journal’s Development

Guðmundsson

2013

YOUNG

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There is no self-evident method in analyzing the development of Young. In my 15 years as an editor of the journal, my understanding of it was formed in practicethe everyday practice of editing articles and deciding whether we should encourage certain people to submit manuscripts and the more strategic practice of writing editorials and otherwise designing the profile. During this time, we the editors came back to such practical-strategic matters again and again and now six years after I left the editorial board, a new round of contemplations and attempts to generalize and analyze take the form of grounded theory approach, where theoretical perspectives are evoked from the back of my head. Theories of scientific development do not 'click' but rather theories of youth development and of cultural fields and I will start my account of Young's first twenty years from the perspective of a youth development theory classic, Erik Erikson's theory of the development of identity (and crises).The concept of identity is of course used as a metaphor here, as Young is not a living human being, but this metaphor is consciously chosen because the journal has been quite an organic entity formed by a very collective editorial board and a dynamic community. The journal's title hinted 'at a hidden parallel between the age of those studied and the youthfulness of the journal, as well as of the youth research field itself' (Fornäs, in this issue). The development of the journal can be seen, as in Erikson's concept of identity development, as a process with tensions at certain phases and solutions that to some extent capture both sides of the tension-akin to the dialectical conceptual triad of thesis-antithesis-synthesis. Erikson's model can be seen as an idealistic model of evolution, but also as one of socialization and adaptation. Identity and Crisis During the First Decade of YoungThe Nordic network NYRI was established in the middle of 1980s and in 1991 the NYRI board turned to Kirsten Drotner and Johan Fornäs to establish a Nordic Youth Research journal, a task that was accomplished in less than two years by these pioneers who recruited three colleagues to form an all-Nordic editorial board.Johan Fornäs has described how the 'parents' of Young on the NYRI board in these hectic first years graciously granted the editorial board full autonomy, although

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Biographieforschung in Griechenland

Tsiolis

2017

Handbuch Biographieforschung

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Biographical trajectories and identity: Traditional overdetermination and individualisation

Cited by 4 publications

References 5 publications

Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic

Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic

Young Turns Twenty: Reflections on the Journal’s Development

Biographieforschung in Griechenland

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