The new educational policy for the reform of the curriculum and the change of school knowledge in the case of Greek compulsory education

Koustourakis, Gerasimos

doi:10.1080/09620210701433878

Cited by 28 publications

(36 citation statements)

References 14 publications

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“…It is worth noting that most of the countries appeared to have educational systems which were to some degree changing, often as a result of policy-driven changes to curricula and pedagogic ethos (Vanderline et al 2008;Koustourakis 2007;Ringarp and Rothland 2010). Nevertheless, as we will discuss, the introduction of new tools -which might have encouraged new practices -does not necessarily mean a transformation in educational practices.…”

Section: Barriers To Creativity and Innovation In European Schools Anmentioning

confidence: 99%

What’s stopping us? Barriers to creativity and innovation in schooling across Europe

Banaji¹,

Cranmer²,

Perrotta

2013

Handbook of Research on Creativity

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IntroductionTheoretical definitions of creativity influence how and to what extent it is valued pedagogically and hence the usefulness awarded to innovation in the classroom. If it is seen as a realm for young geniuses, removed from the everyday of learning situations, then creativity becomes an elite affair and not the remit of most teachers. Similarly, if pedagogic innovation in teaching is something that requires an enormous infrastructure of new technological tools, then its absence can be blamed on the lack of such tools. A democratic view of creativity as something that can be nurtured to greater or lesser extents in all humans and that enhances both learning and lifeskills, however, is, of late, a more common claim in discussions of this topic. Classroom practices, however, do not always remain in synch with the latest debates in any given field. This chapter articulates practical insights from research carried out by the authors for the Institute of Prospective Technological Studies (henceforward IPTS) in Seville on Creativity and Innovation in compulsory education across Europe. In particular, the expert perspectives -of high school inspectors, government education advisors, teacher trainers and academics, with a specialisation in teaching with new technologies, creative learning or innovative teaching -complemented research on teacher perspectives and curriculum documents carried out on behalf of IPTS by other teams of researchers. While that research involved large-scale self-reporting surveys of teachers in European schools and comparative textual analysis of available national and regional documentation involving references to creativity, the expert perspectives collected for our part of the study identify and contextualise the political and philosophical underpinnings of widespread pedagogic beliefs and practices with regard to creativity and innovation in schools. For instance, findings from the survey of curriculum documents note the general dearth of references to creativity outside the context of the Arts curriculum, and the gradual linking of innovation in more recent documents to new media technologies. Interviews with expert stakeholders delved into these perceived gaps and the changes as well as into the role such documents might be said to have on the actual class-room practices of teachers, children and young people. The data generated, thus, systematically describe and debate factors seen to structure, support, hinder or 2 block pedagogic innovation and educational creativity in policy and practice. In this context, our chapter draws on the views of these targeted educational stakeholders in order to reflect on the systemic (governmental, political) and contextual (economic, cultural) or historical (regional, national) and individual (local, school-specific) barriers to implementing innovative methods in the teaching and evaluation of creativity in formal schooling. It is therefore framed around two key research questions: 1) What are the links between educational policies on Creativity ...

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Section: Barriers To Creativity and Innovation In European Schools Anmentioning

confidence: 99%

What’s stopping us? Barriers to creativity and innovation in schooling across Europe

Banaji¹,

Cranmer²,

Perrotta

2013

Handbook of Research on Creativity

View full text Add to dashboard Cite

show abstract

“…Pour autant, cette dimension épistémologique compose avec une dimension pragmatique qui lui permet la mise en acte au travers d'un certain nombre de valeurs, de compétences, de savoirs et savoir-faire. (Ginestié et Tricot, 2013, p. 13 Mais surtout, comme notre contexte est caractérisé par des modifications et des transformations profondes qui bouleversent rapidement les structures culturelles, sociales, politiques et économiques (Koustourakis, 2007), on peut mettre le doigt sur les processus et les projets des rénovations et des réformes des systèmes de la formation des enseignants. Pour traiter cette dernière question, nous présentons une esquisse de la formation initiale et continue des enseignants de l' éducation formelle et des formateurs de l' éducation informelle en Grèce dans un contexte en pleine évolution depuis les années 1980.…”

Section: Introductionunclassified

Former les enseignants et les formateurs pour l’éducation formelle et non formelle : une discussion ouverte et continue en Grèce

Karalis

Ravanis

Komis

2015

Formation-profession

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“…Textbooks in Greece are based on the curriculum and provided free-of-charge to all students attending public schools. They occupy a fundamental role in the educational process and their content determines with precision the order in which subjects are presented in the new curriculum (Koustourakis, 2007). Furthermore, school textbooks exercise great influence on how students conceive of the natural and social world, especially in subjects such as history, language and geography where they can critically influence the way young students' understanding.…”

Section: School Textbooks In Greecementioning

confidence: 99%

Roma, Curriculum, and Textbooks: The Case of Greece

Zachos¹

2017

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The aim of this paper is to search out the educational problems that students of Roma origin confront, especially those coming from institutional arrangements and laws. Toward this end, we undertook a content analysis of all of the textbooks currently used in Greek primary education. Our research showed that, despite their improvement, the "new" textbooks continue to treat Greeks as the center of interest in education. The weak presence of Roma in textbooks renders the imperative need for a curriculum which explores issues of social inequality and injustice; a curriculum which will set forth the problems, activities, and accomplishments of all portions of the population, independent of class, ethnic or national origin, sex, sexual orientation or special needs.

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The new educational policy for the reform of the curriculum and the change of school knowledge in the case of Greek compulsory education

Cited by 28 publications

References 14 publications

What’s stopping us? Barriers to creativity and innovation in schooling across Europe

What’s stopping us? Barriers to creativity and innovation in schooling across Europe

Former les enseignants et les formateurs pour l’éducation formelle et non formelle : une discussion ouverte et continue en Grèce

Roma, Curriculum, and Textbooks: The Case of Greece

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