Journal Articles / Article / International Journal / Peer reviewed / Published IKEEART-2017-380

Title:Socio-cultural appraisals on the Greek non-compulsory secondary education:: An analysis on the education provided for the immigrant foreigh and the repatriated pupils.
Authors:Liampas Anastasios (School of Primary Education, Aristotle University of Thessaloniki, Greece), Tourtouras Christos (School of Primary Education, Aristotle University of Thessaloniki, Greece), Kaskaris I.
Department: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Παιδαγωγική Σχολή, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Publ. Date:2007
Abstract:On the basis of an empirical sociological research project, still in progress, we will draw on a series of critical issues raised on the promise and possibility of the cultural studies in education: to get below the surface, to enhance theory or even to contribute at the level of institutional/political interference towards the central theme concerning the ways that the social reality relates to educational inequalities. The first part of the paper illustrates the parameters of the research conducted on immigrant foreign and repatriated pupils pupils’ education in the state schools of non-compulsory Secondary Comprehensive/General and Vocational Education (16 to 18 years of age) in the prefecture of Thessaloniki (the most populated region in Northern Greece). The analyses of the empirical data, poses a known but neglected argument that is that the immigrant repatriated and foreign pupils’ allocation in the state schools is mainly the consequence of the prevalent social relations and prevalent hierarchies that an educational system sustains. In the second part, we attempt to evaluate the possibilities to include 'cultural politics’ in the curriculum for the education of immigrant repatriated and foreign students, beyond the contemporary rhetorical acrobatics that accommodate the present conception of education and, hence, affirming the existing structural prearrangements. Hence, we incline to encounter a route where theoretical principles bind conscious will to transform within the reality of the industrially developed societies. Otherwise, cultural studies in education would be void reductions that merely register and postulate administrative propositions.In the sphere of such a conceptual framework we underline and emphasize the need to proceed: (a). Towards in depth structural modifications, such as the unification of general and vocational education, (b). To a studyof a theoretical schema that acknowledges the different cultural elements and the different experiences the immigrant foreign and expatriated pupils have, within the frame of an extensive democratic and humanitarian endeavor that recognize the class characteristics of the advanced capitalist societies, (c). Towards the refutation within the classrooms the existing social, racial, gender and ethnic discriminations.
Subject:Education Science
Related files:External link: External LinkDownload fulltext
Published in: Journal for Critical Education Policy Studies [Prof Dave Hill], ISSN:1740-2743, vol.5 no.2 [2007] p.369-410

 Record created 2017-03-17, last modified 2017-03-20

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