This study explores the way in which the two sexes are presented in education and particularly in the illustration of the language textbook used in the 6th Grade of Greek elementary school. In a society where gender equality is constitutionally enshrined and displayed as an educational policy objective, it attempts to examine if school textbook images respond to the demands of social reality, or perpetuate outdated gender stereotyped educational practices. The visual communication system that school textbooks use has the same rhetoric in of the conveyance of ideological and cultural messages as the linguistic system. Therefore, students receive plenty of information from both communication systems about the roles and stereotypes that are considered appropriate for each sex. In the past, several studies have analyzed the linguistic system, while this is the first attempt at an organized and systematic analysis of the visual system in language textbooks, and specifically the one in 6th Grade. Both content analysis, as a measurement technique, and semiotics, as a visual analysis method, were used as a research method. The analysis of data showed that (a) the presentation of the two sexes in the illustration of this language textbook is not objectively compared with social changes, (b) apart from the quantitative inequality that exists in the presentation of the two sexes, there also appears to be a big difference in qualities such as behavioral characteristics, occupations, and activities, and (c) there is a reduction in the representation of outdated gender stereotypes, which is not necessarily positive, as the diversity of roles they undertake in the modern social sphere is not emphasized.

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This article aims to outline a framework for the development of school and social practices for combating corruption in Greece through values education. The proposal’s particular contribution lies in the identification of a values education in Greece that would utilise and also strengthen the social pedagogical ethos. Our research proposal is mainly based on social pedagogical theory and methodology and on organised social pedagogical actions whose aim is to bring about improvement and change in social and educational mechanisms through intervention and especially through prevention.

The objective of this study is to identify the signifiers and significance of the Zeibekiko dance, and those of the bouzouki itself, to a further extent, as they emerge through research conducted in the relevant literature, and which is anchored to those signifiers, as they are highlighted through their presence in material that is obtained from movies. The semiotic analysis of the film “Evdokia”, by A. Damianos (1971), is the research method that is followed. In this context, the main focus is placed on the episode/scene, where Evdokia’s Zeibekiko is displayed on stage. This ‘polytropic’ (polymodal) material that consists of listening to, viewing, playing music, and dancing encompasses a large variety of musicological and gender signifiers that refer to the specific era. The model followed is that of Greimas (1996), as it was used by Lagopoulos & Boklund-Lagopoulou (2016), and Christodoulou (2012), in order to point out those characteristic features that are expressed by the bouzouki, as a musical instrument, through a representative sample of the zeibekiko dance, as it is illustrated in the homonymous film. The analysis of images, as well as of the language message, lead to the emergence of codes, such as the one referring to the gender, and also the symbolic, value, and social codes, and it is found that all these codes agree with the introductory literature research conducted on the zeibekiko dance and the bouzouki. Based on the combination of these approaches to the analysis performed, a number of elements can be clearly identified, such as the dancer’s masculinity, the loneliness that characterizes the dance, the values adhered to and the respect shown to the codes of honor, and all these elements confirm the initial literature research conducted on the zeibekiko dance, and by extent, the fact that the bouzouki expresses all the above characteristics.

In this study we present a critical discourse analysis to the contents of a section of the textbook of History of the 5th grade in Primary Education. The selected chapters (13-16 of the third (C) section) are included in the student's school book and they are chosen because of their deep political hue and individual political messages emerging in symbolic or declaratory field. The researching historic interest is focused on the main frame transition from the Roman to the Byzantine world, with references to the social, juridical-legal, economic, cultural and political structures. The constructed narrative shows off the presentation of the Byzantine Emperor. The main objective is to understand and study the epistemological potential of a marxistic proposal posed as an open issue: a) What is the subject in the process of teaching history? b) What we teach in history class (content), to whom we address (configuration personal characteristics), why, who pose the questions and why? Thus we suggest three possible methods: a) qualitative content analysis -and particularly critical discourse analysis -of textbooks, b) a review of education policy, c) a pedagogic composition through critical dialectical analysis in order to comprehend the marxistic historicity which seems to be hiding.