Crisis and Reform in Greek Education

Kazamias, Andreas Μ.; Roussakis, Yiannis

doi:10.2753/eue1056-493435037

Cited by 8 publications

(4 citation statements)

References 1 publication

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“…In contrast, they have become monolithic, dry and introvert creatures that abide by the curriculum and construct competitive and productive students that fit perfectly the economic machine (Connell, 2009). However, as mentioned in the White Bible of the European Union, practical training ought to be combined with humanitarian education, in order that comprehensive and meaningful education is provided (Kazamias & Roussakis, 2003;Neves, 2008). Within this framework, the educational process should aim at repositioning the emphasis of teaching upon fostering respect, freedom, fairness and dignity and encouraging cooperation and understanding instead of the traditional encyclopaedic learning (Halász & Michel, 2011;Mirra & Morrell, 2011).…”

Section: The Role Of Teachers Todaymentioning

confidence: 98%

“…In this way, teachers, as the epistemological authorities in the education system, deposit knowledge in passive students, so as to prepare them to be incorporated into the social hierarchy (Freire, 1970). As a result, contemporary education systems serve a largely economic and utilitarian mission (Kazamias & Roussakis, 2003). Thus, schooling has rather a normalising role that leads to the perpetuation of oppressive teaching practices, instead of emancipating students (Kumashiro, 2009).…”

Section: Introductionmentioning

confidence: 98%

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A critical pedagogy of empathy: making a better world achievable

Damianidou

Phtiaka

2016

Pedagogies: An International Journal

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Based on the results of a large-scale study regarding the role of secondary education teachers, we tried to develop an emancipatory teaching programme within the framework of a critical pedagogy of empathy. This teaching strategy is a three-stage process, during which a constant teacher-student interaction, attentive listening and interchange of roles are emphasised, so as to foster empathy. The first stage includes understanding the students' perspectives and giving value to their experiences. When the channels of communication are open and teachers get into their students' shoes, material relevant to the students' experiences is presented at the second stage, while students are encouraged to question the prevailing status quo and to raise their voices in institutional contexts in which they have traditionally been silenced. Finally, during the third stage, students disseminate self-gained knowledge and thoughts with a view to creating a better future and a different society, as part of the broader mission of informed, democratic, critical, empathetic and active citizens. ARTICLE HISTORY

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Section: The Role Of Teachers Todaymentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

A critical pedagogy of empathy: making a better world achievable

Damianidou

Phtiaka

2016

Pedagogies: An International Journal

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“…The Parliamentary Act 2525/97, which aimed at closer links between education and the market, constitutes a characteristic example (Gouvias, 2007, p. 29). The rhetoric that accompanied this reform presented similarities with the corresponding discourse of transnational organisations such as the European Union, OECD, and the World Bank (Kazamias & Roussakis, 2003, p. 27).…”

Section: Educational Democratisation and Modernisationmentioning

confidence: 99%

The Transformation of the European Educational Discourse in the Balkans

Zmas

2012

Euro J of Education

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The transfer of the European educational discourse to particular nation‐states is a complex process. The outcomes following this transfer are unclear. This article examines the transfer of the European educational discourse in the Balkans and proposes its richer description through the consideration of the processes of educational democratisation and modernisation over the last 40 years in this area. These processes have facilitated the transfer of the European discourse to each of the Balkan countries, which today is achieved largely through participation in European Union programmes, the voluntary signing of common declarations, and financial backing through European funding. At the same time, there seems to be the general impression that the spread of the European discourse has similar effects on the reform of all the Balkan educational systems. As research interest now focuses almost exclusively on the transfer of the European educational discourse to the Balkans, one can easily surmise from this that the reform of the educational systems of the various countries in the region has a common ideological foundation. However, taking into account the concept of discourse transformation, it is argued here that the European educational discourse is influenced by the implementation of the various national policies. In one way or another, the European standards and brand names have to be filtered through the existing economic, sociological, political and cultural structures of each of the Balkan countries.

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“…In recent years there was talk about "decentralization" in Greece; however, administration, control, and policy making remain centralized and bureaucratized (Didaskalou, 2002;Kazamias and Roussakis, 2003). In such an educational system which is organized in a top-down, controlled, and centralized form, teachers are used to requiring specific guidelines, materials, and time frameworks to teach.…”

Section: Ignoring Sex and Relationships Educationmentioning

confidence: 99%

“Innovations” on hold: sex education in the Greek primary schools

Gerouki

2008

Health Education

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Purpose -This paper seeks to examine the way sex and relationships education programs, as part of Health Education extra curriculum activities, have been implemented in the Greek primary schools. Design/methodology/approach -The paper presents and discusses data from an anonymous survey research questionnaire distributed to the 68 Elementary sector Health Education Coordinators throughout Greece (received responses n ¼ 34). Findings -Findings indicate that there is an uneven distribution on teachers' choices when selecting a thematic unit for implementing Health Education projects. It has been found that Nutrition is by far the most popular topic for project development and implementation. In contrast, Sex and Relationships Education is by far the least popular, occupying only 1.6 per cent of the share of programs. Obstructive factors for Sex and Relationships Education implementation are related to the Greek educational system as well as pragmatic and moral reasons on the teachers' part.Research limitations/implications -A response rate of the survey of only 50 per cent is a limiting factor. Practical implications -On the basis of these data, teachers' awareness and training, as well as material development, are important for Sex and Relationships Education programs to become an active innovation. The role of the central administration is emphasized as well. Originality/value -The paper raises an awareness of the issue of an unsuccessful implementation of Sex and Relationships Education programs in Greece, in the light of a range of sexual health-related problems that affect the population.

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Crisis and Reform in Greek Education

Cited by 8 publications

References 1 publication

A critical pedagogy of empathy: making a better world achievable

A critical pedagogy of empathy: making a better world achievable

The Transformation of the European Educational Discourse in the Balkans

“Innovations” on hold: sex education in the Greek primary schools

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