Modules

DESCRIPTION OF MODULES

Core Modules

Research Methodology contextualized in the Greek social and educational setting

Tutors: Alexandra Vassilopoulou, Anna Lydaki, Evie Mascha

Course contents

1.      Philosophical and theoretical approaches in social research
2.      Quantitative, qualitative and mixed methods research
3.      Research designs
4.      The structure of the research plan. Choosing a research topic, writing research questions.
5.      Issues of research ethics
6.      Quality on social research
7.      Literature review and referencing
8.      Language in qualitative research. Interviews and focus groups.
9.      Interview techniques
10.    Biographical research
11.     Participant observation
12.    Thematic analysis
13.    Discourse analysis. Visual methodologies.

 Suggested basic readings

Books:

• Becker, H. S. (2007) (2^nd edition) Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article, Chicago: University of Chicago Press.
• Braun, V. & V. Clarke (2013) Successful Qualitative Research: a practical guide for beginners, London: Sage.
• Denzin, N. K. & Y. Lincoln (2017) (5^th edition) The Sage Handbook of Qualitative Research, Thousand Oaks, CA: Sage.
• Drew, P., Raymond, G. & D. Weinberg (επιμ.)(2006) Talk and Interaction in Social Research Methods, London: Sage.
• Emmison, M., Smith, P., & Mayall, M. (2012) Introducing Qualitative Methods:Researching the visual, London: Sage.
• Perfect, T.J. & Lindsay, D.S. (2014) (eds.) SAGE Handbook of Applied Memory, London: Sage Publications.
• Seidman, I. (2006) (3^rd edition) Interviewing as Qualitative Research, New York: Teachers College Press.
• Silverman, D. (2015) (5^th edition) Interpreting Qualitative Data, London: Sage.
• Silverman, D. (ed.) (2016)(4^th edition) Qualitative Research: Theory, method and practice, London: Sage.
• Titscher, S., Meyer, M., Wodak, R. & Vetter, E. (2000) Methods of Text and Discourse Analysis, London, Thousand Oaks, CA: Sage.
• Wooffitt, R. (2005) Conversation Analysis and Discourse Analysis: a Comparative and Critical Introduction, London: Sage.
• Babbie, E. (2011) Εισαγωγή στην Κοινωνική Έρευνα, Αθήνα: Κριτική.
• Bryman, A. (2017) Μέθοδοι Κοινωνικής ‘Ερευνας, Αθήνα: εκδ. Gutenberg.
• Γεωργαλίδου, Μ., Σηφιανού Μ. και Β. Τσάκωνα (επιμ.) (2014) Ανάλυση Λόγου: Θεωρία και εφαρμογές, Αθήνα: εκδ. Νήσος.
• Cohen, L., Manion, L. & Morrison, K. (επιμ.) (2008) Μεθοδολογία εκπαιδευτικής έρευνας, Αθήνα: Μεταίχμιο.
• Creswell, J. (2016) Η Έρευνα στην Εκπαίδευση, Αθήνα: Ίων.
• Eco, U. (1994) Πώς γίνεται μια διπλωματική εργασία, Αθήνα: Νήσος.
• Flick, U. (2017) Εισαγωγή στην Ποιοτική Έρευνα, Αθήνα: Προπομπός.
• Ζαφειρόπουλος, Κ. (2015) (2η έκδοση) Πώς γίνεται μια επιστημονική εργασία; Επιστημονική έρευνα και συγγραφή εργασιών, Αθήνα: Κριτική.
• Ίσαρη, Φ. & Μ. Πούρκος (2015) Ποιοτική μεθοδολογία έρευνας. Εφαρμογές στην Ψυχολογία και την Εκπαίδευση, Αθήνα: Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών-Κάλλιπος.
• Ιωσηφίδης, Θ. (2017) Ποιοτικές μέθοδοι έρευνας και επιστημολογία των κοινωνικών επιστημών, Θεσσαλονίκη: εκδ. Τζιόλα.
• Κατσαρού, Ε. (2016) Εκπαιδευτική έρευνα-δράση: Πολυπαραδειγματική διερεύνηση για την αναμόρφωση της εκπαιδευτικής πράξης, Αθήνα: Κριτική.
• Κυριαζή, Ν. (2011) Η Κοινωνιολογική Έρευνα: Κριτική Επισκόπηση των Μεθόδων και των Τεχνικών, Αθήνα: Πεδίο.
• Λυδάκη, Ά. (2016) Αναζητώντας το χαμένο παράδειγμα. Επιτόπια έρευνα, κατανόηση, ερμηνεία, Αθήνα: Παπαζήση.
• Mason, J. (2011) Η Διεξαγωγή της Ποιοτικής Έρευνας, Αθήνα: Πεδίο.
• Mertens, D. (2009) Έρευνα και αξιολόγηση στην εκπαίδευση και την ψυχολογία, Αθήνα: Μεταίχμιο.
• Phillips, L. & M. W. Jorgensen (2009) Ανάλυση Λόγου: Θεωρία και μέθοδος, Αθήνα: εκδ. Παπαζήση.
• Plummer, K. (2000) Tεκμήρια Ζωής: Εισαγωγή στα προβλήματα και τη βιβλιογραφία μιας ανθρωπιστικής μεθόδου, Αθήνα: Gutenberg.
• Πουρκός Μ. και Μ. Δαφέρμος (επιμ.) (2010) Ποιοτική Έρευνα στην Ψυχολογία και την Εκπαίδευση, Αθήνα: Τόπος.
• Σαραφίδου, Γ.-Ο. (2011) Συνάρθρωση Ποσοτικών και Ποιοτικών Προσεγγίσεων, Αθήνα: Gutenberg.
• Τσάφος, Β. (2021) Αφηγήσεις και βιογραφίες: Οι «φωνές» των εκπαιδευτικών μέσα από τις ιστορίες ζωής τους, Αθήνα: Gutenberg.
• Τσιώλης, Γ. (2014) Μέθοδοι και τεχνικές ανάλυσης στην ποιοτική κοινωνική έρευνα, Αθήνα: Κριτική.
• Τσιώλης, Γ. (2006) Ιστορίες ζωής και βιογραφικές αφηγήσεις, Αθήνα: Κριτική

Articles:

• Danby, S. & A. Farrell (2004) Accounting for young children’s competence in educational research: new perspectives on research ethics, The Australian Educational Researcher, 31(3): 35-49.
• Dodds, C., Keogh, P., Bourne, A., McDaid, L., Squire, C., Weatherburn, P., & Young, I. (2021). The Long and Winding Road: Archiving and Re-Using Qualitative Data from 12 Research Projects Spanning 16 Years. Sociological Research Online, 26(2), 269–287.
• Δραγώνα, Θ. (1990) Συναρθρώσεις ποσοτικών και ποιοτικών προσεγγίσεων ή όταν τα διχαστικά τείχη καταρρέουν, Δωδώνη 1 (Γ’), σ. 31-40.
• Herlihy, J., Jobson, L. & Turner, S. (2012) Just tell us what happened to you: Autobiographical memory and seeking asylum, Applied Cognitive Psychology, 26: 661–676.
• Prior, M.T. (2019) “I am an adult now” Re-storying an ‘abuse’ narrative through categorization, Pragmatics and Society, 10 (3): 423-451.
• Quennerstedt A. & M. Quennerstedt (2014) Researching children’s rights in education: sociology of childhood encountering educational theory, British Journal of Sociology of Education, 35:1, 115-132.
• Schwandt, T.A. (2000) (2η έκδοση) “Three epistemological stances of qualitative inquiry: interpretivism, hermeneutics, and social constructionism” στο Ν.Κ. Denzin & Y. S. Lincoln (επιμ.) Handbook of qualitative research,  London: Sage, 189-213.

Relevant journals:

British Journal of Sociology of Education

Discourse & Society

Qualitative research

Qualitative sociology

Sociological Research Online

 

Social Inequalities, Human Rights and Education: contemporary theoretical issues

Tutors: Mary Leontsini, Georgia Liarakou, Vasilis Voutsakis, Evie Zambeta

Summary

The course is an introduction to the theory of Human Rights through an interdisciplinary perspective, focusing at some of the basic thematic areas the MA deals with. It is developed in the following sessions:

• Rights: conceptualization and history
• Rights: foundation
• Rights: debate
• The politics of identities and new social movements
• The discussion on self-identification: gender, sexuality, nationality/ethnicity
• Homophobia in education and the discussion on LGBTQI+ rights
• The child as a subject of rights
• Education as a human right
• Religious freedom and secularity
• Environment and sustainability as a right: human rights and the rights of nature
• Environmental inequality and environmental justice: concepts and movements

Aims

• To theorize the historical construction and generations of Human Rights, as well as the nature of human rights in contemporary era.
• To critically examine the politics of identity and their contribution to the collective reconceptualization of Human Rights.
• To analyze the intersectionality of concepts that construct social hierarchies.
• To critically discuss the scientific debate on LGBTQI+ rights and homophobia in education.
• To theorize childhood in relation to human rights and citizenship.
• To analyze education as a universal, inalienable and indivisible human right, as well as the socio-cultural challenges embedded in these concepts.
• To examine religious freedom as a fundamental part of individual freedoms and collective rights, and understand its implications in the context of education.
• To understand the discussion on environmental rights and the rights of nature.
• To critically examine the concept of environmental justice and understand forms of unequal distribution of environmental cost and benefit from environmental appropriation.

Anticipated learning outcomes

• To develop and consolidate students’ theoretical background on human rights.
• To develop students’ capacity to engage in critical inquiry regarding the reconceptualization of human rights in contemporary era, in view of new social movements and the politics of identity.
• To enhance students’ potential to analyze the rights of the child, as well as other specific rights, such as the right to education, religious freedom, environmental rights and environmental justice.
• To encourage students to raise research questions and autonomously select subjects for further study and specialization, that are available in the MA programme.
• To encourage students to use Human Rights theory in analyzing social phenomena in their professional and social settings.

Structure

The course-unit consists of thirteen weekly sessions. Each session involves a lecture from the tutor that provides a stimulus for discussion with and among the students. The discussion is also informed by the preparatory reading of the students.

Assessment

Students are assessed in Greek language. The outline of the course, the basic bibliography as well as the requirements for successful completion are uploaded in the e-class. Student assessment is based in coursework (20%) and a final oral examination (80%).

Suggested basic readings

Books:

• Alcoff, L., Hames-García, M., Mohanty, S. P., Moya, P. M. L. (eds) (2006). Identity politics reconsidered. New York: Springer.
• Cole, L. W., & Foster, S. R. (2001). Εnvironmental Racism and the Rise of the Environmental Justice Movement. New York and London: New York University Press.
• Δαγτόγλου, Π. Δ. (2010). Συνταγματικό Δίκαιο. Ατομικά Δικαιώματα (γ΄ έκδ.). Αθήνα: Σάκκουλας, σελ. 97-128.
• Edmundson, W. (2004). An Introduction to Rights. Cambridge: CUP, pp. 3-40.
• Ζαμπέτα, Ε. (2003). Σχολείο και Θρησκεία. Αθήνα: Θεμέλιο.
• Habermas, J. (2011). “The Political”. The Rational Meaning of a Questionable Inheritance of Political Theology. In: E. Mendieta and J. VanAntwerpen (eds). The Power of Religion in the Public Sphere. Judith Butler, Jurgen Habermas, Charles Taylor, Cornel West. New York: Columbia University Press, pp. 15-33.
• Holifield, R. Chakraborty,J. Walker, G. (eds). (2018). The Routledge Handbook of Environmental Justice. New York: Routledge.
• Leib, L. H. (2011). Human Rights and the Environment: Philosophical, Theoretical and Legal Perspectives. Dordrecht: Martinus Nijhoff Publishers.
• Marshall, T. H., Bottomore, T. (2001). Ιδιότητα του Πολίτη και Κοινωνική τάξη, Αθήνα: Gutenberg.
• Μακρυνιώτη, Δ. (επιμ.). (1997). Παιδική Ηλικία. Αθήνα: Νήσος.
• Μουαμελετζή, Ε. (2002). Αρθρο 28 – Δικαίωμα στην Εκπαίδευση. Στο: Νάσκου-Περράκη, Π., Χρυσόγονος,  Κ.,  Ανθόπουλος,  Χ. (Επιμ.). Η Διεθνής Σύμβαση για τα Δικαιώματα του Παιδιού και η εσωτερική έννομη τάξη. Ερμηνεία κατ’ άρθρο.  Αθήνα-Κομοτηνή: Αντ. Ν. Σάκκουλας.
• Νάσκου-Περράκη, Π., Χρυσόγονος, Κ., Ανθόπουλος,  Χ. (Επιμ.).  (2002). Η Διεθνής Σύμβαση για τα Δικαιώματα του Παιδιού και η εσωτερική έννομη τάξη. Ερμηνεία κατ’ άρθρο.  Αθήνα-Κομοτηνή: Αντ. Ν. Σάκκουλας.
• Παπαδοπούλου, Λ. (επιμ.) (2020). Θρησκεία, Εκκλησία και Σύνταγμα (αφιέρωμα). Το Σύνταγμα, Τριμηνιαία Επιθεώρηση Ελληνικής και Ευρωπαϊκής Συνταγματικής Θεωρίας και Πράξης, 2020(1-2).
• Palmer, C. (2016). Animal Rights. Oxon: Routledge.
• Σωτηρέλης, Γ. (1998). Θρησκεία και εκπαίδευση κατά το Σύνταγμα και την Ευρωπαϊκή Σύμβαση. Αθήνα: Σάκκουλας.
• Schlosberg, D. (2007). Defining Environmental Justice. Theories, Movements and Nature. Oxford: Oxford University Press.
• Stringer, R. (2014). Knowing Victims. London: Routledge.
• Vincent, R.J. (1986). Human Rights and International Relations. Cambridge: Cambridge University Press, pp. 4-61
• Φασούλης, Β. (2016). Τα δικαιώματα του παιδιού. Ιστορική διάσταση, σύγχρονη εξέλιξη και η Διεθνής Σύμβαση για τα Δικαιώματα του Παιδιού. Αθήνα: Παπαζήσης.
• Westra, L( 2008). Environmental Justice and the Rights of Unborn and Future Generations. Oxon: Earthscan.

Articles:

• Βουτσάκης, Β. (2004). Παιδεία και ανάπτυξη της θρησκευτικής συνείδησης. Νομοκανονικά, 4/2004, 11-56.
• Bernstein, M. (2005). Identity Politics. Annual Review of Sociology, vol. 31, pp. 47–74.  JSTOR, jstor.org/stable/29737711.
• Chakraborty, J., Collins, T., & Grineski, S. (2016). Environmental Justice Research: Contemporary Issues and Emerging Topics. International Journal of Environmental Research and Public Health, 13(11), pp. 1-5.
• Jones, A. (2010). Identity Politics: Part of a Reinvigorated Class Politics. New Labor Forum, 19(2), pp :12-15.
• Kessler-Harris, A. (2012). Gender Identity and the Gendered Process. The Journal of American History, 99(3), pp. 827–829. JSTOR, JSTOR, jstor.org/stable/44308394.
• Lee, S. (2013). Education as a Human Right in the 21^st Century, Democracy and Education, 21(1).
• Lister, R. (2007). Why Citizenship: Where, When and How Children?. Theoretical Inquiries in Law, 8(2), 693-718.
• McNay, L. (2010). Feminism and Post‐Identity Politics: The Problem of Agency, Constellations, 17(4), pp. 512-525.
• McQueen, P. (2016). Post-identity politics and the social weightlessness of radical gender theory. Thesis Eleven, 134(1), pp. 73-88.
• Monro, S. (2005). Gender, Sexuality and the New Social Movements. Gender Politics: Citizenship, Activism and Sexual Diversity, Pluto Press, LONDON; ANN ARBOR, MI, pp. 119–146. JSTOR, jstor.org/stable/j.ctt183q5wt.10.
• Monro, S. (2005). Gender, Sexuality and Social Exclusion.” Gender Politics: Citizenship, Activism and Sexual Diversity, Pluto Press, LONDON; ANN ARBOR, MI, pp. 43–67. JSTOR, jstor.org/stable/j.ctt183q5wt.7.
• Nagel, Th. (2004). Personal Rights and Public Space. Concealment and Exposure and Other Essays (OUP), 31-52.
• Vorhaus, J. (2014). Prisoners’ right to education: a philosophical survey. London Review of Education, 12(2), 162-174.
• Weir, A. (2008). Global Feminism and Transformative Identity Politics. Hypatia, vol. 23, no. 4, pp. 110–133. JSTOR, JSTOR, jstor.org/stable/25483223.
• https://www.nytimes.com/2018/08/13/nyregion/sexual-harassment-nyu-female-professor.html
• https://www.insidehighered.com/news/2018/08/20/some-say-particulars-ronell-harassment-case-are-moot-it-all-comes-down-power

Relevant journals:

• Annual Review of Sociology
• Constellations
• Democracy and Education
• Human Rights Education Review
• Hypatia
• International Journal of Environmental Research and Public Health
• International Journal of Human Rights Education
• Νομοκανονικά
• Theoretical Inquiries in Law
• Το Σύνταγμα, Τριμηνιαία Επιθεώρηση Ελληνικής και Ευρωπαϊκής Συνταγματικής Θεωρίας και Πράξης

 

Interdisciplinary Seminar (IS)

Interdisciplinary Seminar: Education, Rights and Inequalities “Bodies under attack, human rights and forms of exclusion in contemporary biopolitical societies”

Seminar co-ordinator: Vasia Lekka

 Summary

This seminar will be conducted in 3-hour weekly meetings. In every seminar, there will be presented a specific topic according to the programme, which is going to be given to the MA students at our first meeting, to be followed by discussion. These topics fall within 3 general categories, in order to cover a variety of topics and subjects. These 3 categories are the following:
“Basic concepts and analytical tools”: introduction to the basic concepts and analytical tools of the seminar that will help MA students to cope with the seminar’s demands and offer them the necessary theoretical tools for the writing of their final essays.
“Mental illness, stigma and forms of exclusion”: focus on forms of exclusion and stigma regarding mental illness and mental patients in contemporary societies.
“Minority groups, education and human rights”: focus on minority groups, the problems in the field of education and the possibilities of transcending social inequalities in contemporary societies.

Suggested basic readings

Αθανασίου Α., Ζωή στο όριο. Δοκίμια για το σώμα, το φύλο και τη βιοπολιτική, Αθήνα: Εκκρεμές, 2007.

Agamben G., Homo sacer. Κυρίαρχη εξουσία και γυμνή ζωή, μτφρ. Π. Τσιαμούρας, Αθήνα: Scripta, 2005.

Canguilhem G., Το κανονικό και το παθολογικό, μτφρ. Γ. Φουρτούνης, Αθήνα: νήσος, 2007.

Foucault M., Ιστορία της σεξουαλικότητας. Ι Η βούληση για γνώση, μτφρ. Τ. Μπέτζελος, Αθήνα: Πλέθρον, 2011.

Foucault M., Επιτήρηση και τιμωρία. Η γέννηση της φυλακής, μτφρ. Τ. Μπέτζελος, Αθήνα: Πλέθρον, 2011.

Foucault M., Οι μη κανονικοί. Παραδόσεις στο Κολέγιο της Γαλλίας, 1974-1975, μτφρ. Σ. Σιαμανδούρας, Αθήνα, Εστία 2011.

Foucault M., Για την υπεράσπιση της κοινωνίας, μτφρ. Τ. Δημητρούλια, Αθήνα: Ψυχογιός, 2012.

Goffman E., Στίγμα – σημειώσεις για τη διαχείριση της φθαρμένης ταυτότητας, μτφρ. Δ. Μακρυνιώτη, Αθήνα: Αλεξάνδρεια, 2001.

Goffman E., Άσυλα, μτφρ. Ξ. Κομνηνός, Αθήνα: Ευρύαλος, 1994.

Khosravi S., «Παράνομος» ταξιδιώτης. Μία αυτό-εθνογραφία των συνόρων, μτφρ. Κ. Τομανά, Θεσσαλονίκη: Νησίδες, 2022.

Κριτσωτάκη Δ. – Λέκκα Β., Μεταξύ «κανονικού» και «παθολογικού». Κατασκευάζοντας την παιδική ηλικία και νεότητα στο Αιγινήτειο Νοσοκομείο (1915-1939), Θεσσαλονίκη: Ψηφίδες, 2022.

Lagios T., Lekka V., Panoutsopoulos G., Borders, Bodies and Narratives of Crisis in Europe, Νέα Υόρκη: Palgrave Macmillan, 2018.

Levi P., Εάν αυτό είναι ο άνθρωπος, μτφρ. Χ. Σαρλικιώτη, Αθήνα: Άγρα, 2009.

Λάγιος Θ., Λέκκα Β., Πανουτσόπουλος Γ., Διάχυση συνόρων, χάραξη σωμάτων, σημεία καταγραφής, Αθήνα: futura, 2016.

Λάγιος Θ., Περί φουκωφοβίας, ή σχόλια γύρω από τις (αυτ)απάτες μιας «πολεμικής», Αθήνα: futura, 2020.

Λέκκα Β., Ιστορία και θεωρία της ψυχιατρικής. Από τον Ιπποκράτη μέχρι το κίνημα της αντιψυχιατρικής και τον Michel Foucault, Αθήνα: futura, 2012.

Λέκκα Β., «Το “ένοχο μυστικό της Ευρώπης”; Σκέψεις για την ψυχιατρική του χθες και του σήμερα», στο Δ. Καρυδάκη (επιμ.), Η Λέρος στο επίκεντρο και στο περιθώριο: Ιστορία, πολιτική, ψυχιατρική, Θεσσαλονίκη: Ψηφίδες, 2020, σσ. 47-70.

Μακρυνιώτη Δ. (επιμ.), Τα όρια του σώματος. Διεπιστημονικές προσεγγίσεις, Αθήνα: νήσος, 2004.

Μακρυνιώτη Δ. (επιμ.), Περί θανάτου. Η πολιτική διαχείρισης της θνητότητας, Αθήνα: νήσος, 2008.

Μακρυνιώτη Δ. – Διδυμιώτης Ο. (επιμ.), Παιδικές ηλικίες σε κίνηση, Αθήνα: νήσος, 2019.

Μπάτλερ Τ., Σώματα με σημασία. Οριοθετήσεις του «φύλου» στο λόγο, μτφρ. Π. Μαρκέτου – επιμ. Α. Αθανασίου, Αθήνα: Εκκρεμές, 2008.

Μπάτλερ Τ., Ευάλωτη ζωή. Οι δυνάμεις του πένθους και της βίας, μτφρ. Μ. Λαλιώτης, Αθήνα: νήσος, 2009.

Petersen A. – Bunton R. (επιμ.), Foucault, Health and Medicine. Λονδίνο· Νέα Υόρκη: Routledge, 1997.

Rose N., The Politics of Life Itself. Biomedicine, Power, and Subjectivity in the Twenty-First Century. Πρίνστον· Οξφόρδη: Princeton University Press, 2007.

Σόντακ Σ., Η νόσος ως μεταφορά – Το AIDS και οι μεταφορές του, μτφρ. Γ. Λυκιαρδόπουλος, Σ. Ροζάνης, Αθήνα: Ύψιλον,1993.

 

Elective Modules

Educational Institutions, Rights and Citizenship

Tutor: Evie Zambeta

 Summary

The course addresses the issue of the social construction of the educational institutions as a field of the public domain and state policy. Moreover it explores the relationship between education and the processes of political socialization, the formation of the identity of the citizen and the construction of civil and social rights. The context of the analysis is the European education systems. The course places a particular emphasis on the critical understanding of the above issues with regard to the Greek educational system in the context of globalisation and European integration.

Aims

To critically examine the historical construction and social origins of the educational systems in the context of state theory.

To theorize the role of education institutions in the process of political socialization and social control, with particular emphasis in the citizen’s identity formation.

To examine the impacts of the processes of globalisation and Europeanisation on state educational systems.

To critically analyze the educational institutions in Greece and explore the social and political implications of contemporary educational policies and reforms.

Anticipated learning outcomes

To develop and consolidate students’ theoretical background towards understanding the state-education relationship.

To develop and consolidate students’ knowledge and understanding of the processes of political socialization.

To develop students’ capacity to analyze educational institutions in different social and political contexts.

To enhance students’ potential to analyze the social impacts of global, regional, national or local processes and policies on educational settings.

To empower students’ potential in critical inquiry and develop their research capacities.

 Structure

The course-unit consists of twelve weekly sessions. Each session involves an input of the tutor which provides the ground for discussion with the students. The discussion draws also on the preparatory reading of the students. In the last two sessions the students are encouraged to present in group-work the basic concept of their essay and receive feedback from their colleagues.

Assessment

Assessment is by coursework. Each student prepares an essay of about 5000 words related to the main areas discussed in the course-unit. The subject of the essay is constructed in discussion between the student and the tutor. The essay is built up in three stages (500 words, 2000 words, 5000 words). In each of these stages the student receives tutorial support and feedback.

Suggested basic reading

Books:

• Αγγελίδης, Μ. & Ψυχοπαίδης, Κ. (1992) Κείμενα Πολιτικής Οικονομίας και Θεωρίας της Πολιτικής, Αθήνα, Εξάντας.
• Αγγελίδης, Μ. (2000) Κοινωνική Απορρύθμιση και Δημοκρατία, Αθήνα, Εξάντας.
• Anderson, B. (1990) Imagined Communities, London, VERSO.
• Apple, M. W. (2002) Εκσυγχρονισμός και Συντηρητισμός στην Εκπαίδευση, Αθήνα, Μεταίχμιο.
• Archer, M. S. (1984) Social Origins of Educational Systems, London, Sage.
• Βούλγαρης, Γ. (1994) Φιλελευθερισμός, Συντηρητισμός, Κοινωνικό Κράτος 1973-1990, Αθήνα, Θεμέλιο.
• Ball, S. J. (2006) Education Policy and Social Class, London, Routledge.
• Bernstein Tarrow, N. (ed) (1987) Human Rights and Education, London, Pergamon Press.
• Beck, J. (1998) Morality and Citizenship in Education, London, Cassell.
• Burbules, N. C. and C. A. Torres, Eds. (2000). Globalization and Education: Critical Perspectives. New York & London, Routledge.
• Γετίμης, Π. & Γράβαρης, Δ. (επιμ.) (1993) Κοινωνικό Κράτος και Κοινωνική Πολιτική, Αθήνα, Θεμέλιο.
• Callaghan, J. (2000) The Retreat of Social Democracy, Manchester, Manchester University Press.
• Cochrane, A., Clarke, J. and Gewirtz, S. (eds) 2001 Comparing Welfare States, London: Sage.
• Coulby, D. – Cowen, R.- Jones, C. (2000) (eds.) Education in Times of Transition, World Yearbook of Education 2000, London, Kogan Page.
• Coulby, D. & Jones, C. (1995) Postmodernity and European Education Systems, Staffordshire, Trentham Books.
• Coulby, D. and Zambeta, E. (eds) 2005 World Yearbook of Education 2005. Globalization and Nationalism in Education, London: Routledge.
• Crick B. (2000), Essays on Citizenship, London: Continuum.
• Dale, R. (1989) The State and Education Policy, London, Open University Press.
• Deakin N., (2001), In search of civil society, London: Palgrave
• Delanty, G. (1995) Inventing Europe. Idea, Identity, Reality, London, Macmillan Press.
• Delanty G. (2000), Citizenship in a global age, society, culture, politics, Buckingham: Open University Press.
• Featherstone, M. (ed.) (1990) Global Culture. Nationalism, globalization and modernity, London, Sage.
• Featherstone, M. et al. (eds.) (1995) Global Modernities, London, SAGE.
• Ζαμπέτα, Ε. (1994) Η Εκπαιδευτική Πολιτική στην Πρωτοβάθμια Εκπαίδευση (1974-1989), Αθήνα, Θεμέλιο.
• Ζαμπέτα, Ε. (2003) Σχολείο και Θρησκεία, Αθήνα, Θεμέλιο.
• Giddens, A. (1998) The Third Way. The Renewal of Social Democracy, London, Polity Press.
• Giddens, A. (2001) Οι Συνέπειες της Νεοτερικότητας, Αθήνα, Κριτική.
• Green, A. (1990) Education and State Formation, New York, St. Martin’s Press.
• Green, A. (2002). Education, globalization and the role of comparative research. London, Institute of Education, University of London.
• Ηλιού, Μ. (1984) Εκπαιδευτική και Κοινωνική Δυναμική, Αθήνα, Πορεία.
• Hague, R. & Harrop, M. (2011). Συγκριτική Πολιτική και Διακυβέρνηση. Αθήνα: Κριτική.
• Hall, S. et al. (eds.) (1992) Modernity and its Futures, London, Polity Press.
• Hefernan, M. (1998) The meaning of Europe, London, Arnold.
• Held, D. and A. McGrew (2000). The Global Transformations Reader. An introduction to the globalization debate. Cambridge, polity.
• Held, D. and A. McGrew (2002). Globalization/Anti-Globalization. Cambridge, polity.
• Held, D. and A. McGrew, Eds. (2002). Governing Globalization. London, Polity.
• Isin, E. (2000) Democracy, Citizenship and the Global City, London, Routledge.
• Καζαμίας, Α. & Κασσωτάκης, Μ. (επιμ.) (1993) Ελληνική Εκπαίδευση: Προοπτικές ανασυγκρότησης και εκσυγχρονισμού, Αθήνα, Σείριος.
• Κελπανίδης, Μ. (1991) Κράτος Πρόνοιας και Εκπαίδευση, Θεσσαλονίκη, Κυριακίδης.
• Κοντογιαννοπούλου Πολυδωρίδη, Γ. (1995 & 1996) Κοινωνιολογική ανάλυση της ελληνικής εκπαίδευσης. Οι εισαγωγικές εξετάσεις, τομ. I & II, Αθήνα, Gutenberg.
• Κράουτς, Κ. (2014). Ο περίεργος μη θάνατος του Νεοφιλελευθερισμού. Αθήνα: Εκκρεμές.
• Kymlicka, W. (1995) Multicultural Citizenship, Oxford, Clarendon Press.
• Kymlicka, W. (1995) The Rights of Minority Cultures, Oxford, Oxford University Press.
• Μαυρογορδάτος, Γ. Θ. ([2001] 2018). Ομάδες πίεσης και Δημοκρατία. Αθήνα: Εκδόσεις Πατάκη.
• Marshall, T. H. & Bottomore, T. (1995) Ιδιότητα του Πολίτη και Κοινωνική Τάξη, Αθήνα, Gutenberg (Εισαγωγή, Μετάφραση: Ο. Στασινοπούλου).
• Miller D., (2000), Citizenship and National Identity, London: Polity Press.
• Mill, J. Stuart [1848] (1985) Principles of Political Economy, London, Penguin.
• Mueller, D. K. et al. (1989) The Rise of the Modern Educational System, Cambridge, Cambridge University Press.
• O’Brien M., Penna S. (1999), Theorising Welfare, London: Sage.
• Osler A., Rathenow H., Starkey H. (Eds.), (1995), Teaching for Citizenship in Europe, Stoke-on-Trent: Trentham Books.
• Παντελίδου Μαλούτα, Μ. (1987) Πολιτικές στάσεις και αντιλήψεις στην αρχή της εφηβείας. Πολιτική κοινωνικοποίηση στο πλαίσιο της ελληνικής πολιτικής κουλτούρας, Αθήνα, Gutenberg.
• Παπαδοπούλου, Λ. (επιμ.) (2020) Θρησκεία, Εκκλησία και Σύνταγμα, Το Σύνταγμα, 1-2/ 2020.
• Στασινοπούλου, Ο. (1990) Κράτος Πρόνοιας. Ιστορική εξέλιξη – Σύγχρονες θεωρητικές προσεγγίσεις, Αθήνα, Gutenberg.
• Σακελλαρόπουλος, Θ., Οικονόμου, Χ., Σκαμνάκης, Χ., Αγγελάκη, Μ. (Επιμ.). (2018). Κοινωνική Πολιτική. Αθήνα: Διόνικος.
• Σωτηρόπουλος, Δ. (2017). Η Ελληνική Κοινωνία των Πολιτών και η οικονομική κρίση. Αθήνα: Ποταμός
• Shipman, M. (1984) Education as a public service, London, Harper & Row.
• Schnapper D. (2000). Η Κοινωνία των Πολιτών, Αθήνα: Gutenberg.
•  Schorten A. (2017). Σύγχρονη Πολιτική Θεωρία. Αθήνα: Κριτική.
• Smith, A. [1776](1976) An Inquiry into the value and the causes of the Wealth of Nations (eds. R. H. Campell – A. S. Skinner), London, Clarendon Press.
• Spring, J. (2015) Globalization of Education, London, Routledge.
• Taylor-Gooby, P. (ed) (2004) New Risks, New Welfare. The Transformation of the European Welfare State, Oxford: Oxford University Press.
• Turner, B. & Hamilton, P. (eds.) (1994) Critical Concepts, London, RKP.
• Wodak, R. (2015). The Politics of Fear. What Right-Wing Populist Discourses Mean. Los Angeles – London: Sage.

Articles:

• Ζαμπέτα, Ε. (2018). Θρησκεία, Δημοκρατία και Εκπαίδευση. Κοινωνική Συνοχή και Ανάπτυξη, 13(1), σελ. 19-31.
• Ζαμπέτα, Ε. (2021) Δημοκρατική διακυβέρνηση και Ανθρώπινα Δικαιώματα στην Εκπαίδευση: η σχολική κοινότητα ως πεδίο ανάκτησης του δημόσιου χώρου, Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση, τ. 27, σ. 39-60.
• Habermas, J. “Citizenship and National Identity: Some reflections on the Future of Europe” in Turner, B. & Hamilton, P. Critical Concepts, London, 1994, RKP, p.p. 341-358.
• Makrinioti D. & Solomon J. (1999) ‘The discourse of Citizenship Education in Greece: National Identity and Social Diversity’, in: Torney-Purta J., Schwille J., Amadeo J., (Eds.) Civic Education Across Countries: Twenty-four National Case Studies from the IEA Civic Education Project, Amsterdam: IEA, pp. 284-311.

Relevant journals:

• Συγκριτική και Διεθνής Εκπαιδευτική Επιθεώρηση http://cire.edu.gr/
• Comparative Education http://www.tandfonline.com/toc/cced20/current
• Comparative Education Review http://www.journals.uchicago.edu/toc/cer/current
• European Educational Research Journal http://journals.sagepub.com/home/eer
• Intercultural Education http://www.tandfonline.com/loi/ceji20
• International Journal of Comparative Education and Development http://www.emeraldinsight.com/loi/ijced
• Globalisation, Societies and Education http://www.tandfonline.com/toc/cgse20/current
• Journal of Education Policy http://www.tandfonline.com/loi/tedp20
• Journal of European Public Policy http://www.tandfonline.com/toc/rjpp20/current

 

Theory of Human Rights

Tutor: Elena Tzelepi

Summary

The course traces the genealogy of different conceptualizations and theorizations of human rights: from the classical “natural law” and “natural rights” to human rights of modernity, and to contemporary uses and abuses of them; and from human rights as a promise of emancipation from oppression and springboard of resistance against the privileges of absolute power to their instrumental rhetorical abuses and misuses (i.e. “humanitarian wars”).

In particular, the course examines the philosophy of “human rights,” starting from its classical origins, moving to Hobbes, Locke, Rousseau, the French Declaration of the Rights of Man and Citizen and the claim of Olympes de Gouges, the American Declaration of Independence, the Bill of Rights, the Declaration of Independence of Haiti and the abolition of slavery. It continues with the critical treatments of Hegel and Marx, and turns to Hannah Arendt, Emmanuel Levinas, the reconsideration of human rights after World War II, and finally to the critical approaches proposed by contemporary thinkers, such as Jacques Derrida, Kostas Douzinas, Judith Butler, Jacques Rancière, and Giorgio Agamben.

Deploying an interdisciplinary perspective, which includes political philosophy, cultural critique, social anthropology, history, psychoanalytic theory and gender studies, the course explores the position that the philosophy of human rights occupies in the history of political liberalism, as well as the development of critical approaches in the context of contemporary political philosophy.

Central concern of the research questions posed by this course is how the “human” of human rights is constituted, defined and recognized: how, in other words, being recognized as human is established and limited; how the (legal) subject of human rights is formed and defined. Who has the “right to have rights” (Arendt) and what power relations permeate and regulate this decision? And finally, how universal are these definitions and upon what kind of exclusions are they predicated?

The question to whom human rights belong is inextricably linked with the social asymmetries and inequalities that govern the social experiences of belonging, such as race and ethnicity, gender, sexuality, social class and economic status, able-bodiedness and disability, age, etc. In this train of thought, we examine the relationship of rights with the concepts of freedom, equality, justice and dignity. We will thus be led to a reflection of human rights as rights of others, that is, to an ethical and political exploration of the universal “human” of liberalism and its others.

 Goals

The exploration of the most significant conceptualizations of human rights through historicization and genealogical approaches.

The theoretical examination of human rights through key texts of philosophy. Emphasis on an interdisciplinary approach through the cultivation of a conversation of philosophy with political theory, cultural critique, social anthropology, history, psychoanalytic theory and gender studies.

The critical analysis and problematization of the concept of rights, through the investigation of their antinomies and complex dimensions.

The familiarization of postgraduate students with the ethicopolitical connotations of human rights and the contribution to reflections of human rights as rights of “others”, in relation to axes of social discrimination such as race and ethnicity, gender, sexuality, social class and economic situation, able-bodiedness, etc.

Expected results

The philosophical training and the expansion of the theoretical background of postgraduate students on the study of human rights, which will provide them with the necessary conceptual tools for further specialized analysis in the context of the postgraduate program “Human Rights and Education.”

The strengthening of students’ capacity for historical and theoretical understanding of different conceptualizations of human rights as well as the development of their capacity for critical and interdisciplinary study of their antinomies and intensities.

The cultivationof moralandpoliticalreflectiononthe processes of definition,limitationanddelimitationof “humanness” entitled tohuman rights.

The examination of the processes through which the subject of human rights is formed in different socio-cultural, historical and legal contexts.

The understanding of the relationship between human rights and alterity through the use of research processes related to Greek and international reality.

Structure

The course consists of weekly three-hour seminars. Each meeting includes an introductory lecture-presentation by the instructor and then discussion of the texts included in the bibliographical list. Students are expected to have previously studied the readings. In the last three meetings, graduate students are invited to present papers that they have developed in the context of the course. These meetings have the form of research workshops: the students present their work in progress, and their presentations are followed by comments and questions from other students and the instructor.

 Evaluation

Students’ evaluation is based on their final paper: the length of the paper is approximately 6000 words, and its topic is of their interest as long as it relates to the theme of the course and is formulated after consultation with the instructor. The instructor monitors the progress of their writing through drafts delivered to her in three scheduled meetings.

Suggested basic reading

Books:

Αγκάμπεν, Τζόρτζιο. 2005. Homo sacer: Κυρίαρχη εξουσία και γυμνή ζωή, μτφρ. Παναγιώτης Τσιαμουράς. Αθήνα: Scripta.

Αθανασίου, Αθηνά. 2007. Ζωή στο όριο: Δοκίμια για το σώμα, το φύλο και τη βιοπολιτική. Αθήνα: Εκκρεμές.

Άρεντ, Χάνα. 1986. Το ολοκληρωτικό σύστημα. Αθήνα: Ευρίαλος.

Βαρίκα, Ελένη. 2000. Με διαφορετικό πρόσωπο: Φύλο, διαφορά και οικουμενικότητα. Αθήνα: Κατάρτι.

Δουζίνας, Κώστας. 2006. Το τέλος των ανθρωπίνων δικαιωμάτων: Κριτική νομική σκέψη στη νέα χιλιετία, μτφρ. Ηλίας Νικολούδης. Αθήνα: Παπαζήση.

Κουζέλης, Γεράσιμος και Δημήτρης Χριστόπουλος (επιμ.). 2012. Ιδιότητα του Πολίτη: Πολιτικός Λόγος, Ιστορία και Κανόνες σε Συγκριτικές Προοπτικές. Αθήνα: Πατάκη.

Λεβινάς, Εμμανουέλ. 1989. Ολότητα και άπειρο: Δοκίμιο για την εξωτερικότητα, μτφρ. Κωστής Παπαγιώργης. Αθήνα: Εξάντας.

–. 2007. Ελευθερία και εντολή, μτφρ. Μιχάλης Πάγκαλος. Αθήνα: Εστία.

Μπάτλερ, Tζούντιθ. 2009. Λογοδοτώντας για τον εαυτό, μτφρ. Μιχάλης Λαλιώτης. Αθήνα: Εκκρεμές.

—. 2009. Ευάλωτη ζωή: Οι δυνάμεις του πένθους και της βίας, μτφρ. Μιχάλη Λαλιώτη. Αθήνα: Εκκρεμές.

Ντεριντά, Ζακ. 1995. Φαντάσματα του Μαρξ: Φαντάσματα του Μαρξ, μτφρ. Κωστής Παπαγιώργης. Αθήνα: Εκκρεμές.

–. 2003. Πέραν του κοσμοπολιτισμού, μτφρ. Βαγγέλης Μπιτσιώρης. Αθήνα: Κριτική.

Ρανσιέρ, Ζακ. 2010. Το μίσος για τη δημοκρατία: Πολιτική, δημοκρατία, χειραφέτηση, μτφρ. Βίκυ Ιακώβου. Αθήνα: Πεδίο.

Ρουσσώ, Ζαν Ζακ. 1992. Πραγματεία περί της καταγωγής και των θεμελίων της ανισότητας ανάμεσα στους ανθρώπους, μτφρ. Μέλπω Αλεξίου-Καναγκίνη – Κώστας Σκορδύλης. Αθήνα: Σύγχρονη Εποχή.

–. 2005. Το κοινωνικό συμβόλαιο ή αρχές πολιτικού δικαίου, μτφρ. Βασιλική Γρηγοροπούλου – Αλβέρτος Σταϊνχάουερ. Αθήνα: Πόλις.

Τζελέπη, Έλενα (επιμ). Αντινομίες της Αντιγόνης: Κριτικές Θεωρήσεις του Πολιτικού, μτφρ. Μιχάλης Λαλιώτης. Αθήνα: Εκκρεμές, 2013, επί του πιεστηρίου.

Χέγκελ, Γ.Β.Φ. 2004. Βασικές κατευθύνσεις της φιλοσοφίας του δικαίου ή φυσικό δίκαιο και πολιτειακή επιστήμη, μτφρ. Σταμάτης Γιακουμής. Αθήνα: Δωδώνη.

–. 2007. Φαινομενολογία του νου, μτφρ Γιώργος Φαράκλας. Αθήνα: Εστία.

Χομπς, Τόμας. 1989. Λεβιάθαν, μτφρ. Γ. Πασχαλίδης – Α. Μεταξόπουλος. Αθήνα: Γνώση.

Balfour, Ian and Eduardo Cadava (eds.). 2004. And Justice for All? The Claims of Human Rights. Special Issue: The South Atlantic Quarterly, Volume 103, Number 2/3.
The Belgrade circle (ed.). 2002. The Politics of Human Rights. London: Verso.

Benhabib, Seyla. 2004. The Rights of Others: Aliens, Residents, and Citizens. Cambridge: Cambridge University Press.

Brown, Wendy. 1995. States of Injury: Power and Freedom in Late Modernity. Princeton: Princeton University Press.

–. 2008. Regulating Aversion: Tolerance in the Age of Identity and Empire. Princeton: Princeton University Press.

Butler, Judith and Gayatri Chakravorty Spivak. 2007. Who Sings the Nation-State?:Language, Politics, Belonging. Chicago: Seagull Books.

Butler Judith, and Athena Athanasiou. 2013. Dispossession: The Performative in the Political. Cambridge: Polity Press.

Connolly, William. 2002. Identity\Difference: Democratic Negotiations of Political Paradox. Minneapolis: University of Minnesota Press.

Cornell, Drucilla. 1992. The Philosophy of the Limit. New York: Routledge.

—. 1999. Beyond Accommodation: Ethical Feminism, Deconstruction and the Law. Boulder: Rowman & Littlefield Publishers.

—. 1998. At the heart of Freedom: Feminism, Sex, and Equality. Princeton: Princeton University Press.

Critchley, Simon. 1999. Ethics, Politics, Subjectivity: Essays on Derrida, Levinas and Contemporary French Thought. London: Verso.

Douzinas, Costas. 2007. Human Rights and Empire: The Political Philosophy of Cosmopolitanism. New York: Routledge.

–. 2013. Philosophy and Resistance in the Crisis: Greece and the Future of Europe. Cambridge: Polity.

Marx, Carl. 1977. Critique of Hegel’s ‘Philosophy Of Right.’ Cambridge: Cambridge University Press.

–. 2012. On The Jewish Question. Create Space Independent Publishing Platform.

Rancière, Jacques. 2004. The Politics of Aesthetics. Continuum: New York.

Said, Edward. 2004. Humanism and Democratic Criticism. New York: Columbia University Press.

Scot, Joan W. 1996. Only Paradoxes to Offer: French Feminists and the Rights of Man. Cambridge: Harvard University Press.

Spivak, Gayatri Chakravorty. 2006. In Other Worlds: Essays In Cultural Politics. New York: Routledge.

Williams, Patricia. 1991. The Alchemy of Race and Rights. Cambridge: Cambridge University Presss.

Ziarek, Ewa Płonowska. 2001. An Ethics of Dissensus: Postmodernity, Feminism, and the Politics of Radical Democracy. Stanford: Stanford University Press.

Articles:

Asad, Talal. 2000. “What do human rights do? An anthropological enquiry” Theory and Event 4 (4).

Mbembe, Achille (2003). “Necropolitics” Public Culture 15 (1), pp. 11-40.

Relevant journals:

Public Culture

differences

Σύγχρονα Θέματα

Theory, Culture, and Society

 

Education and sustainability

Tutor: Georgia Liarakou

Summary

The course approaches the human rights and the rights of nature in the light of sustainability and introduces students to environmental and sustainability education. Specifically, the concept of sustainability is analyzed as well as the basic concepts of the environment and economic development. Social inequalities and human and nature rights are examined in relation to key environmental and sustainability issues such as climate change, food production and distribution, consumption and environmental/climate migration. The pedagogical objectives and characteristics of environmental and sustainability education are explored in light of contemporary environmental issues and socio-political movements. At the same time, students are introduced to participatory teaching and learning methods, such as ethical dilemma and role play, so that they are able to process sustainability issues in various learning environments.

1. The concept of sustainability
2. Climate change and human rights
3. The production and distribution of food
4. Consumption
5. Environmental / climate migration
6. Scientific research in relation to the above issues
7. Environmental and sustainability education
8. The role-playing method
9. The moral dilemma method
10. The method of debate / structured discussion
11. The forum theater
12. Applications of the above methods in formal education
13. Applications of the above methods in non-formal education

Aims

• Becoming familiar with the concept of sustainability and related concepts that form the theoretical framework of EfS.
• Critical analysis of different approaches and ideological currents being developed in the field of EfS.
• The theoretical approach of EfS as a systemic, interdisciplinary, critical, value-laden and political education.
• Critical analysis of social inequalities and human rights in relation to the environment and sustainability.
• Understanding the differentiation of the concept of rights depending on environmental ideologies.

Anticipated learning outcomes

• Development and enhancement of students’ knowledge and understanding in relation to basic concepts and characteristics of EfS.
• Development of students’ competence to perceive various epistemological and ideological approaches in the wider field of the environment, sustainability and EfS.
• Enhancement of students’ competence to analyse different aspects of sustainability in relation to human and nature rights.
• Enhancement of students’ ability for critical research and development of their research competences.

Structure

This course consists of weekly three-hour long class sessions. Each session will begin with an input from the tutor. The second part will be organised around group work or open discussion based on the preparatory readings, tutor input and any personal experiences that you wish to introduce In the last two meetings the postgraduate students in groups present basic concepts of their essays. Within this context they are benefited from the feedback of their classmates.

Assessment:

Assessment is by coursework, normally in the form of a single essay of around 5,000 words. You will usually choose from among a range of possible essay titles that will cover all the main areas discussed in the module. Individual titles can be negotiated with the tutor.

Suggested basic reading

Books:

Δημητρίου Α. (2009) Περιβαλλοντική Εκπαίδευση: Περιβάλλον, Αειφορία. Θεωρητικές και Παιδαγωγικές προσεγγίσεις, Θεσσαλονίκη: Επίκεντρο

Λιαράκου Γ. και Φλογαϊτη Ε. (2007) Από την Περιβαλλοντική Εκπαίδευση στην Εκπαίδευση για την Αειφόρο Ανάπτυξη, Αθήνα: Νήσος

Φλογαϊτη Ε. (2011) Εκπαίδευση για το Περιβάλλον και την Αειφορία, Αθήνα: Πεδίο ( Α έκδοση 2006, Ελληνικά Γράμματα)

Φλογαϊτη Ε. και Λιαράκου Γ. (επ) (2011) Η έρευνα στην Εκπαίδευση για την Αειφόρο Ανάπτυξη, Αθήνα: Πεδίο ( Α έκδοση 2008, Ελληνικά Γράμματα)

Φλογαΐτη, Ε. & Γεωργόπουλος, Α. (Επ.), (2012) Περιβαλλοντική Εκπαίδευση. Ερευνητικές εργασίες στην Ελλάδα. Αθήνα: Πεδίο.

Φλογαΐτη, Ε., Λιαράκου, Γ. & Γαβριλάκης Κ. (2021). Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην εκπαίδευση για το περιβάλλον και την αειφορία. Αθήνα: Πεδίο.

Concoran P.B., Weakland J., Wals A. (2017). Envisioning futures for environmental and sustainability education, Wageningen Academic. https://www.wageningenacademic.com/doi/book/10.3920/978-90-8686-846-9

Jickling B., Sterling S. (2017). Post-Sustainability and Environmental Education

Remaking Education for the Future, Palgrave Macmillan, Cham

Karrow D., DiGiuseppe M. Eds (2019). Environmental and Sustainability Education in Teacher Education, Springer.

Kónya E., Haigh M., Křeček J. Eds (2021). Environmental Sustainability Education for a Changing World, Springer.

United Nations (2021). Frequently Asked Questions on Human Rights and Climate Change. New York and Geneva, 38, The Office of the United Nations High Commissioner for Human Rights (OHCHR).

Van Poeck K., Lysgaard J., Reid A. Eds (2018). Environmental and Sustainability education Policy. International Trends, Priorities and Challenges. Routledge.

Relevant journals:

• Environmental Education Research
• Journal of Environmental Education
• Journal of Education for Sustainable Development
• International Journal of Early Childhood Environmental Education
• International Journal of Environmental & Science Education
• Journal of Teacher Education for Sustainability
• Applied Environmental Education and Communication
• Sustainability
• Environment, Development and Sustainability
• Περιβαλλοντική Εκπαίδευση για την Αειφορία

 

Social knowledge, educational practices  and social inequalities

Tutor: Nelly Askouni

Summary

The module provides a critical introduction to the principal approaches, conceptual tools and research findings of the sociology of education. It focuses on the educational practices, emphasizing the dynamic relationship between social structure and the social action. The main axes are the (re)production of social inequalities in education, with emphasis on class and ethno-cultural inequalities, the school knowledge as a social construction and the educational mechanisms of categorization and production of social and cultural hierarchies and identities.

Suggested basic reading

Books:

Apple M.W. (1982). Cultural and economic reproduction in education. Essays on class, ideology and the State. London, Boston & Henley: Routledge and Kegan Paul.

Apple M.W. (2000), Official knowledge, (2nd ed), London: Routledge [ελλ. μτφρ. Επίσημη γνώση (μτφρ. Μ. Μπατίλας). Θεσ/νίκη, Επίκεντρο, 2008].

Ball St. (2003). Class Strategies and the Education Market. The Middle Classes and Social Advantage. London: Routledge.

Ball St. (2021). Ο Foucault, η εξουσία και η εκπαίδευση. (Επιστ. επιμ. Μ. Κολοκυθά. μτφρ. Ρ. Βασιλάκη). Αθήνα: Gutenberg.

Bernstein B. (1989). Παιδαγωγικοί κώδικες και κοινωνικός έλεγχος, (Επιμ. & μτφρ. Ι. Σολομών). Αθήνα: Αλεξάνδρεια.

Bourdieu P., Passeron J.-C. (1970). La reproduction. Eléments pour une théorie du système d’enseignement. Paris: Minuit. [Ελλ. μετάφραση: (2014) Η αναπαραγωγή. Στοιχεία για μια θεωρία του εκπαιδευτικού συστήματος (μτφρ. Γ. Καράμπελας). Αθήνα: εκδ. Αλεξάνδρεια].

Bourdieu P. (1979). La distinction. Critique sociale du jugement. Paris: Minuit. [Ελλ. μετάφραση: (2002), Η διάκριση. Κοινωνική κριτική της καλαισθητικής κρίσης (μτφρ. Κ. Καψαμπέλη). Αθήνα: Πατάκης].

Γούναρη Π., Γρόλλιος Γ. (επιμ) (2010). Κριτική Παιδαγωγική. Μια συλλογή κειμένων. Αθήνα: Gutenberg.

Φραγκουδάκη Α. (1985). Κοινωνιολογία της εκπαίδευσης. Θεωρίες για την κοινωνική ανισότητα στο σχολείο. Αθήνα: Παπαζήση.

Gewirtz Sh., Cribb A. (2010). Κατανοώντας την εκπαίδευση. Μια κοινωνιολογική θεώρηση. (Επιστ. επιμ.: Ά. Τσατσαρώνη, μτφρ.: Ε. Πανάγου). Αθήνα: Μεταίχμιο

Giroux A. H. (2001). Theory and Resistance in Education – Towards a Pedagogy of Opposition. London: Bergin & Garvey.

Lareau A. (2000). Home Advantage. Social Class and Parental Intervention in Elementary Education. Lanham: Rowman & Littlefield Publishers.

Willis P. (1977). Learning to Labour. How Working Class Kids Get Working Class Jobs. Farnborough: Saxon House [ελλ. μτφρ: Μαθαίνοντας να δουλεύεις. Πώς τα παιδιά εργατικής προέλευσης επιλέγουν δουλειές της εργατικής τάξης (μτφρ Υ. Κοσμά, επιμ. Γ. Πεχτελίδης). Αθήνα: Gutenberg, 2012]

Young M.F.D. (1971). Knowledge and Control: New Directions for the Sociology of Education. London: Collier-Macmillan.

Articles:

Apple M., Ball S. & Gandin L. A. (2010). “Mapping the sociology of education: social context, power and knowledge” in Apple, M. W. Ball, S. J. Gandin, L.A. (eds) The Routledge International Handbook of the Sociology of Education. London- New York: Routledge, 1-11.

Ασκούνη, Ν. (2020). «Σχολείο και κοινωνικές ανισότητες η κοινωνιολογική προσέγγιση της εκπαίδευσης» στο Ανδρούσου Α., Τσάφος Β. (επιμ.), Επιστήμες της Εκπαίδευσης. Ένα Δυναμικό Επιστημονικό Πεδίο. Αθήνα: Gutenberg, 255-276.

Ball St.(2003a). “The Teacher’s Soul and the Terrors of Perfomativity” Journal of Education Policy 18(2):215-228.

Bourdieu P. (1977). “Cultural Reproduction and Social Reproduction” in J. Karabel & A.H. Halsey (eds). Power and Ideology in Education. New York: Oxford University Press, 487-510.

Karabel J. & Halsey A.H. (1977), “Educational Research: A Review and an Interpretation” in J. Karabel & A.H. Halsey (eds) Power and Ideology in Education. New York: Oxford University Press, 1-85.

Lareau, A. (2002) “Invisible Inequality: Social Class and Childrearing in Black and White Families”, American Sociological Review, 67: 747–76.

Ogbu, J., & Simons, H. (1998). “Voluntary and involuntary minorities: a cultural-ecological theory of school performance with some implications for education”. Anthropology & Education Quarterly, 29(2), 155-188.

Rist R. (2000), “Student Social Class and Teacher Expectations: The Self-fulfilling Prophecy in Ghetto Education”, Harvard Educational Review, 70, 3, 257-301.

Portes, A. & Fernández-Kelly, P. (2008). “No Margin for Error: Educational and Occupational Achievement among Disadvantage Children of Immigrants”. Annals of the American Academy of Political and Social Science, 620, 12-36.

Stevens, P. A. J. (2007). “Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature Between 1980 and 2005“, Review of Educational Research, 77(2), 147–185.

Vincent, C. and S. J. Ball (2007) “‘Making Up’ the Middle-Class Child: Families, Activities and Class Dispositions”, Sociology 41(6): 1061–1077.

Vincent, C., Rollock N.,St. J. Ball & D. Gillborn (2012) “Intersectional work and precarious positionings: Black middle-class parents and their encounters with schools in England“. International Studies in Sociology of Education, 22:3, 259-276.

Relevant journals:

British Journal of Sociology of Education

Επιθεώρηση Κοινωνικών Ερευνών

Η Έρευνα στην Κοινωνιολογία της Εκπαίδευσης

Revue Française de Pédagogie

Revue Française de Sociologie

Sociology

Sociology of Education

Το Βήμα των Κοινωνικών Επιστημών

 

Teaching practices and otherness

Tutor : Alexandra Androussou
Summary:

The course-unit/module provides a critical analysis of the concept of non homogeneity in the school classroom, its various aspects and links with the concept of otherness. The issues we address are the relationship between the institutional framework of education (curricula, educational policy) and daily educational practice, through case- studies using various analytical tools taken from educational and social psychology, social anthropology or from pedagogical theories. Each session involves an input of the tutor which provides the ground for discussion with the students. The first part of the course-unit/module identifies the different ways in which everyday educational practice not only in the European Union, but also in the USA and Canada, has responded to the challenge of managing diversity within the classroom. The second part focuses on the systematic, analytical and critical reading of applied educational practices, using a variety of material (videos, educational material, pupils’ papers etc).

Aims

• To help students to understand the multiplicity of factors which define teaching practice
• To associate the analysis of teaching practices with the approach to the implementation of current teaching theories such as those of institutional pedagogy, differentiated pedagogy or active learning
• To acquire the necessary tools to devise for the students an educational framework for managing otherness within the classroom.

Anticipated learning outcomes

By the end of the course-unit you should have

• Considered and developed critical analytical perspectives on theories and concepts of the otherness in the context of the classroom.
• Associated the analysis of teaching practices with the approach to the implementation of current teaching theories such as those of institutional pedagogy, differenciated pedagogy or active learning.
• Considered and evaluated different intercultural imlementations in Greece, in Europe and in the USA.

Structure

The course-unit consists of ten weekly seminars. The course-unit consists of ten weekly sessions. Each session will begin with an input from the tutor. The second part will be organised around group work or open discussion based on the preparatory readings, tutor input and any personal experiences that you wish to introduce.

Assessment

Each student will prepare an essay (of approximately 5000 words) on topics of his/her interest (from all the main areas discussed in the course) after negotiation with the tutor. The essay is built up in three stages. In each of these stages the student receives tutorial support and feedback.

Suggested basic readings

Αβδελά Έ., 1998 , Ιστορία και σχολείο, Εκδ. Νήσος Αθήνα.

Ανδρούσου, Α. (2005), «Πώς σε λένε;» Διεργασίες μιας επιμορφωτικής παρέμβασης στη μειονοτική εκπαίδευση, Αθήνα, Gutenberg.

Ανδρούσου Α., Ασκούνη Ν. (2004). Ετερογένεια και σχολείο, Αθήνα, Κλειδιά και

 Αντικλείδια, ΥΠΕΠΘ/ Πανεπ. Αθηνών, 2004 (www.kleidiakaiantikleidia.net).

Ανδρούσου, Α., Ασκούνη, Ν. (επιμ.) (2011) Πολιτισμική Ετερότητα και Ανθρώπινα

Δικαιώματα: προκλήσεις για την εκπαίδευση, Μεταίχμιο: Αθήνα.

Apple, M. (1986). Ιδεολογία και αναλυτικά προγράμματα (μτφρ. Δαρβέρης, Τ.), Θεσσαλονίκη, Παρατηρητής.

Apple, M. (1993). Εκπαίδευση και εξουσία (μτφρ. Κοκαβέσης,Φ.), Θεσσαλονίκη, Παρατηρητής.

Aronowitz, S. & Giroux, H. (2010α). Η Διδασκαλία και ο ρόλος του Αναμορφωτή Διανοούμενου (μτφρ. Κ. Θεριανός). Στο Π. Γούναρη & Γ. Γρόλλιος (Επιμ.), Κριτική Παιδαγωγική: Μια Συλλογή Κειμένων (σσ. 160-188). Αθήνα: Gutenberg.  

Bäckman E., Trafford B. (2007), Democratic governance of schools, Council of Europe Publishing.

Banks, J.A. (Ed.) (2010). The Routledge International Companion to Multicultural

Education, Oxford (etc.): Routledge, Taylor & Francis.

Bernstein, Β. (2000α) (γ’ έκδοση) «Περί ταξινόμησης και περιχάραξης της εκπαιδευτικής γνώσης» στο Παιδαγωγικοί Κώδικες και Κοινωνικός Έλεγχος, (εισαγωγή-μετάφραση Ι. Σολομών), Αθήνα, Αλεξάνδρεια.

Γρόλλιος, Γ. (2005). Ο Paulo Freire και το Αναλυτικό Πρόγραμμα. Θεσ/νίκη: Εκδόσεις Βάνιας.

Γούναρη, Π. & Γρόλλιος, Γ. (Επιμ.) (2010). Κριτική Παιδαγωγική: Μια Συλλογή Κειμένων. Αθήνα: Gutenberg.  

Cummins, J. (2005). Ταυτότητες υπό διαπραγμάτευση: Εκπαίδευση με σκοπό την

ενδυνάμωση σε μια κοινωνία ετερότητας. Αθήνα: Gutenberg.

Essed, Ph, (1991) Understanding Everyday Racism, Sage, London.

Hammersley, M., Ed., 1(986), Controversies in Classroom Research, Open University Press, Bristol.

Hopkins, (1994) A teacher’s guide to classroom research, Open University Press, Bristol.

Κατσαρού, Ελ. & Τσάφος, Β. (2003), Από την έρευνα στη διδασκαλία: η εκπαιδευτική έρευνα δράσης. Αθήνα, Σαββάλας.

Ladson-Billings, G. & Gillborn, D. (eds) (2004). The Routledge Falmer Reader in

Multicultural Education. London, NY: Routledge Falmer.

McLaren, P. (2010). Κριτική Παιδαγωγική: Μια Επισκόπηση (μτφρ. Β. Παππή). Στο Π. Γούναρη & Γ. Γρόλλιος (Επιμ.), Κριτική Παιδαγωγική: Μια Συλλογή Κειμένων (σσ. 279-330). Αθήνα: Gutenberg. 

McLaren, P. (2010). Revolutionary critical pedagogy. Inter Actions: UCLA Journal of Education and Information Studies, 7: 1-11.

Στεργίου, Λ. & Σιμόπουλος, Γ. (2019). Μετά το κοντέινερ. Διαπολιτισμική ματιά στην

εκπαίδευση προσφύγων. Αθήνα: Gutenberg.

Τσάφος Β. (2014), Αναλυτικό πρόγραμμα, Θεωρητικές Προσεγγίσεις και Εκπαιδευτικοί Προσανατολισμοί, Αθήνα, Μεταίχμιο.

Τσάφος, Β. (2016). Κριτική παιδαγωγική και έρευνα δράσης: ανιχνεύοντας τη χειραφετική προοπτική στο μετανεωτερικό εκπαιδευτικό πλαίσιο, Action Researcher in Education, vol. 7 σελ. 99-108.

Τσιάκαλος Γ., (2012) Οδηγός αντιρατσιστικής εκπαίδευσης, Θεσσαλονίκη, Επίκεντρο.

Fine, M.  (2018) Just Research in Contentious Times: Widening the Methodological Imagination. Teachers College, Columbia University.

Freire, P. (1977), Η αγωγή του καταπιεζόμενου, (μτφρ. Γιάννης Κρητικός), Αθήνα, Κέδρος.

Φρυδάκη, Ε. (2015), Η επαγγελματική ταυτότητα του εκπαιδευτικού και το μέλλον της διδασκαλίας, Αθήνα, Κριτική.

Χαραβιτσίδης Π. (2013), Χτίζοντας ένα δημοκρατικό και ανθρώπινο σχολείο στην Αθήνα, Θεσσαλονίκη: Επίκεντρο.

Wenger, E. (1998) Communities of practice: learning, meaning, and identity, New York, Cambridge University Press.

Sites:

www.museduc.gr

www.kleidiakaiantikleidia.net

 

Language and Education

Tutor: Maria Iakovou

Summary

The course focuses on the study of language, considering it both as a subject of examination and as a tool for acquiring and shaping knowledge, ideologies, and power dynamics within the realm of education and society. It commences by introducing prevailing notions of language, whether scientific or folk, that are presented as products of socio-historical contexts and influence our understanding of language's role in education. The course proceeds to contrast the predominant structuralist tradition in linguistics, which treats language as an autonomous object, with the functionalist and social traditions that regard language as a social system for constructing and sharing meaning. Drawing from these alternative perspectives, the course then explores specific issues relevant to education.
In an era marked by globalization and multiculturalism within modern nation-states, languages and populations are in a state of constant flux. Both children and adults require integration into educational systems that, despite their long-standing exposure to multilingual and multicultural demographics over the past three decades, appear to have undergone limited transformation in terms of their approach to these populations and their commitment to providing Education for All. Particular attention is given to how language curricula have traditionally been structured to favor a standardized national language, perpetuate social inequalities, and enforce monolingual ideologies. These issues collectively define a sociolinguistic approach to education and establish the groundwork for nurturing a new multilingual ethos among all individuals engaged in the educational process.

Suggested basic readings

Books:

1. Chumak-Horbatsch, R. (2018). Γλωσσικά Κατάλληλη Πρακτική: Οδηγός για την παιδαγωγική στήριξη παιδιών με μεταναστευτικό υπόβαθρο (επιμ. Β. Κούρτη-Καζούλλη). Toronto: University of Toronto Press/ Εκδόσεις Δίσιγμα.
2. Cummins, J. (2005). Ταυτότητες υπό Διαπραγμάτευση: Εκπαίδευση με σκοπό την Ενδυνάμωση σε μια Κοινωνία της Ετερότητας (μτφ. Σουζάνα Αργύρη). Αθήνα: Gutenberg.
3. Cummins, J. & Early, M. (eds, 2011). Identity Texts: the collaborative creation of Power in Multilingual Schools. UK and Sterling: Trentham Books.
4. Holmes, J. (2008, μτφ.2016). Εισαγωγή στην Κοινωνιογλωσσολογία (μτφ. Λαμπροπούλου, Στ.). Αθήνα: Πατάκης.
5. Kalantzis, M., Cope, B., Στελλάκης, Ν. & Ε. Αρβανίτη (2019). Γραμματισμοί: Μια παιδαγωγική διαφοροποιημένου σχεδιασμού και πολυτροπικών νοηματοδοτήσεων. (μτφ. Γ. Χρηστίδης). Εκδόσεις: Κριτική.
6. McKay, S. & Hornberger (1996, μτφ. 2009). Κοινωνιογλωσσολογία και Διδασκαλία της Γλώσσας (μτφ. Κωστούλη, Τρ.). Θεσσαλονίκη: Επίκεντρο.
7. Κουτσογιάννης, Δ. (2017). Γλωσσική διδασκαλία: χθες – σήμερα – αύριο. Μια πολιτική προσέγγιση. ΑΠΘ: Ίδρυμα Μανόλη Τριανταφυλλίδη.
8. Δ. Κουτσογιάννης & Ι. Χατζηκυριάκου, Στ. Αντωνοπούλου, Β. Αδάμπα, Μ. Παυλίδου. Ανάλυση σχολικού λόγου. Η γλωσσική διδασκαλία σε έναν μεταβαλλόμενο κόσμο. Τόμοι Α-Β, Κέντρο Ελληνικής Γλώσσας, Θεσσαλονίκη, 2015. Έκδοση εκτός εμπορίου. Ελεύθερη πρόσβαση: http://www.greeklanguage.gr/node/999
9. Μητσικοπούλου, Β. & Καραβά, Ε. (2020) (επιμ). Ο πολιτικός και παιδαγωγικός λόγος για την ξενόγλωσση εκπαίδευση. Αθήνα: Πεδίο.
10. Σκούρτου, Ε. & Κούρτη- Καζούλλη, Β. (επιμ.) Διγλωσσία και Διδασκαλία της Ελληνικής ως Δεύτερης Γλώσσας. Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα: kallipos.gr (κεφάλαιο 3).
11. Τεντολούρης, Φ. & Σ. Χατζησαββίδης (2014). Διδασκαλία της Γλώσσας: Ιστορία, Επιστημολογία, Αναστοχαστικότητα. Αθήνα: Νεφέλη.
12. Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά: Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Αθήνα: Πεδίο.

Articles:

1. Gkaintartzi A. & Tsokalidou, R. (2011). “She is a very good child but she doesn’t speak”: The invisibility of children’s bilingualism and teacher ideology, Journal of Pragmatics, Volume 43, Issue 2, 588-601.
2. Androusou Α. & Iakovou Μ. (2020) Refugee children’s integration in Greece: training future teachers to face new educational challenges, International Journal of Early Years Education, 28:2, 162-175, DOI: 1080/09669760.2020.1765090
3. Katsarou,Ε. (2009). Α multi-literacy intervention in a contemporary “mono-literacy” school in Greece. International Journal of Learning, 16, 55-65.

 

Nation and Race

Tutor: Fotini Asimakopoulou

Summary

This course-unit deals with the historical emergence and development of the concept of “race” as it transforms from a tool of anthropological classification to a criterion of racial categorization and, followingly, a principle for social hierarchy and exclusion.

The specific topics include: the genesis of European racism, the correlation of racial diversity with the discovery of the New World, European colonialism, the idea of returning to mother Asia, as well as the role of racism in the formation of the European nations (especially in relation to the rivalry of the German and Latin elements).

The arguments of racial theories are examined from the middle of the 19^th century until the end of Nazism, with special emphasis on: the racial (anthropological-biological) theories of the 19th century, racism in the 20th century (practices of racial discrimination, persecution and extermination) and the variations of modern racism in the so called “post-nazi age.”

Finally, the consequences of racism are explored within their specific historical context (Holocaust, genocides, ethnic cleansing, persecution of minorities, xenophobia, violent nationalist or ethnic mobilizations) and also how they affect collective the collective consciousness, especially through educational institutions

Aims

• To extend and develop knowledge and understanding of the discourse on ‘nation’, ‘race’ and collective identities.
• To consider and develop critical analytical perspectives on theories and concepts of ‘nation’, ethnocentrism, ‘race’, and non-discrimination.
• To consider and explore how inequalities are constructed as educational inequalities and understand the necessity for a process of active intervention.
• To develop knowledge and understanding of equality policies in education concerned with ‘race’, differentiated cultures, and ethnicity.
• To explore and assess the role rights discourse in promoting educational and social equalities and a rights culture

Anticipated learning outcomes

• Develop knowledge and understanding of ‘nation’ and nation-state discourse.
• Develop knowledge and understanding of equality policies in education concerned with ‘race’ and ethnicity from a rights’ perspectives.
• Develop analytical perspectives on theories and concepts of the right to education and non-discrimination.
• Explore critically how ethnicity and race are constructed as educational inequalities in the different policy contexts.
• Assessed the role of human rights discourse in promoting educational equality with respect to ethnicity and race.
• Evaluated the role of education from a rights perspective in combating exclusion with respect to ethnicity, race and cultural difference.

Structure

The course-unit consists of thirteen weekly sessions. Each session will begin with an input from the tutor. The second part will be organized around group work or open discussion based on the preparatory readings, tutor input and any personal experiences that students wish to introduce.

Assessment

Assessment is by coursework, normally in the form of a single essay of around 5,000 words. Students choose from among a range of possible essay titles that are included in the bibliography aiming to cover the main areas discussed. Assessment includes criteria of presentation, argument construction and integration of the literature in the argument presented

Suggested basic readings

Books:

Άρεντ Χάνα, Το ολοκληρωτικό σύστημα, εκδ. Ευρύαλος, 1988) [ελλ. Μετάφραση της αγγλικής έκδοσης, The Origins of Totalitarianism (1951)].

Balibar Étienne, Immanuel Wallerstein, Φυλή, Έθνος, Τάξη. Οι διφορούμενες ταυτότητες, Αθήνα, Πολίτης, 1991.

Banton Michael, Racial theories, Cambridge University Press, 1998.

Banton Michael, Sociologie des relations raciales, Παρίσι, Payot, 1971.

Barker Martin, The New Racism, Λονδίνο, Junction Books, 1981.

Benedict Ruth, Race and Racism, Λονδίνο, Routledge and Kegan Paul, 1942 [1η έκδ.].

Cavalli-Sforza, Luca και Francesco, Qui Sommes-Nous? Une Histoire de la Diversité Humaine, Παρίσι, Albin Michel. 1994.

Derrida Jacques, Η τελευταία λέξη του ρατσισμού, Αθήνα, Άγρα, χ.χ.

Donald James, Rattansi Ali (επιμ.), ‘Race’, culture and difference, Λονδίνο, Sage, 1992.

Guillaumin Colette, L’ idéologie raciste. Genèse et langage actuel, Χάγη, Mouton, 1972.

Hálfdanarson Guðmundur (επιμ.), Φυλετικές διακρίσεις στην ευρωπαϊκή ιστορία, Θεσσαλονίκη, Επίκεντρο, 2006.

Hobsbaum E. J., Έθνη και εθνικισμός, από το 1780 μέχρι σήμερα. Πρόγραμμα, μύθος, πραγματικότητα, Εκδόσεις Καρδαμίτσα, Αθήνα 1994.

Horkheimer Max, Οι Εβραίοι και η Ευρώπη, Αθήνα, Έρασμος, 1985.

Λακού-Λαμπάρτ Φιλίπ, Νανσύ Ζαν-Λυκ, Ο μύθος του ναζισμού, Αθήνα, Εστία, 2008.

Λέκκας Παντελής, Το παιχνίδι με το χρόνο. Εθνικισμός και νεοτερικότητα, Αθήνα, Ελληνικά Γράμματα, 2001.

Macedo Donaldo, Gounari Panagyota, Η παγκοσμιοποίηση του ρατσισμού, Θεσ/νίκη, Επίκεντρο, 2008.

Memmi Albert, Le racisme, Παρίσι, Gallimard, 1994.

Παπαδημητρίου Ζήσης, Ο ευρωπαϊκός ρατσισμός, Αθήνα, Ελληνικά γράμματα, 2000.

Poliakov Léon, Le Mythe aryen. Essai sur les sources du racisme et des nationalismes, Paris, Calmann-Lévy, 1971 [The Aryan Myth: A History of Racist and Nationalist Ideas In Europe, Sussex University Press, 1974].

Rees Laurence, Οι Ναζί, Αθήνα, εκδ. Πατάκη, 2008.

Schnapper Dominique, Allemand Sylvain, Κρίνοντας το ρατσισμό, Αθήνα, εκδ. Πατάκη, 2006.

Strauss Claude-Lévi, Φυλή και Ιστορία, Αθήνα, εκδ. Πατάκη, 2002.

Taguieff Pierre André, «Les metamorphoses idéologiques du racisme et la crise de l’antiracisme», στο συλλογικό Face au racisme, Παρίσι, La Decouverte, 1991.

Taguieff Pierre André, Finkielkraut Alain, Jew. Η νέα εβραιοφοβία. Στο όνομα του άλλου, Αθήνα, Πόλις, 2005.

Taguieff Pierre André, La force du prejugé, Παρίσι, La Decouverte, 1987.

Taguieff Pierre André, Ο μύθος των «Σοφών της Σιών» από τη «διεθνή εβραϊκή συνωμοσία» στην «παγκόσμια σιωνιστική επιβουλή», Αθήνα, Πόλις, 2006.

Todorov Tzvetan, Nous et les autre: la réflexion française sur la diversité humaine, Seuil 1989.

Wieviorka Michel, Le racisme, une introduction, Παρίσι, La Decouverte, 1998.

Wieviorka Michel, Racisme et modernité, Παρίσι, La Decouverte, 1993.

Wimmer Andreas, «Explaining xenophobia and racism: A critical review of current research approaches», Ethnic and Racial Studies 20, 1, 1997, σ. 17-41.

Articles:

Balibar Étienne, «Ρατσισμός και εθνικισμός», πρδ. Ο Πολίτης, 88-89 (1988), σ. 61-67.

Κούβελας Ηλίας, «Ο νέος βιολογικός ντετερμινισμός-κοινωνιοβιολογία, πρδ. Σύγχρονα Θέματα, 1 (1978), σ. 79-85.

Taguieff Pierre André, «Ρατσισμός και αντιρατσισμός», πρδ. Ο Πολίτης, 122 (1993), σ. 43-49.

Taguieff Pierre André, «L’identité nationale saisie par les logiques de racisation. Aspects, figures et problèmes du racisme différentialiste», Mots, 12 (1986), σ. 91-128.

 

Identities and Groups: A psycho-social encounter

Tutor: Thalia Dragona

Summary

The course focuses on two of the most central domains of analysis in social psychology: identities and group relations. Without questioning the autonomy of the social psychological approach, sociology and political science share an interest in identities and the related phenomena. What renders social psychology different from other social sciences is not the subject matter itself but rather the methodology it employs in studying psychosocial phenomena

The course focuses on theory, it adopts a multiple perspective approach, maintains an interdisciplinary focus, defines social psychology broadly rather than narrowly, and tries to describe the origin of ideas and the historical contexts in which they were developed.

Three traditions of social psychological research on identities and groups are explored:

• experimental research on groups,
• a psychodynamic perspective on group processes,
• a social constructionist approach

Special emphasis is given on group conflict and the social psychology of racism.

Suggested basic readings

Adorno, Τ., Frenkel-Brunswik, Levinson, Ε.D.J., Sanford, R.N. The Authoritarian Personality.  New York:Harper and Row, 1950.

Augustinos, M. και Walker, I. (1995) Social Cognition: An Integrated Introduction. London: Sage.

Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D., Radley, A.  (1988). Ideological Dilemmas: A Social Psychology of Everyday Thinking. London: Sage

Bion, W. R. (1961) Experiences in Groups and Other Papers. London: Tavistock Publications.

Dickerson, P. (2021). Κοινωνική Ψυχολογία: Παραδοσιακές και κριτικές προσεγγίσεις. Μτφ: Τ. Μιχαλά. Αθήνα: Κριτική.

Fanon, F.  (1967). Black Skin, White Masks. New York: Grove Press.

Gergen, K. (2009) Relational Being: Beyond Self and Community. Oxford: Oxford University Press.

Miell, D. και Dallos, R. (επιμ.) (2007) Διαπροσωπικές σχέσεις: Μια συνεχής κοινωνική αλληλεπίδραση.  Μετάφραση: Π. Παναγιωτοπούλου. Αθήνα: Ελληνικά Γράμματα.

Μποζατζής, Ν. και Δραγώνα, Θ.  (επιμ.) (2011) Κοινωνική Ψυχολογία: Η στροφή στο λόγο. Αθήνα: Μεταίχμιο.

Ναυρίδης, Κ. (2005) Ψυχολογία των ομάδων: Κλινική ψυχοδυναμική προσέγγιση. Αθήνα: Παπαζήσης.

Παπαστάμου, Σ. (επιμ.) (1990) Σύγχρονες έρευνες στην κοινωνική ψυχολογία: Διομαδικές σχέσεις. Αθήνα: Οδυσσέας.

Parekh, B. (2008) A New Politics of Identity: Political principles for an interdependent world.  New York: Palgrave.

Potter, J. και Wetherell, M. (2007) Λόγος και Κοινωνική Ψυχολογία: Πέρα από τις στάσεις και τη συμπεριφορά. Αθήνα: Μεταίχμιο, 2007.

Χαρίτου-Φατούρου, Μ. (2003). Ο βασανιστής ως όργανο της καρατικής εξουσίας. Αθήνα: Ελληνικά Γράμματα.

Χρηστάκης, Ν. (2010) Το πρόσωπο και οι άλλοι: Θέματα επικοινωνίας και κοινωνικής ψυχολογίας. Αθήνα: Παπαζήσης.

Wetherell, M. (επιμ.) (2005) Ταυτότητες, ομάδες και κοινωνικά ζητήματα. Μετάφραση Ν. Μποζατζής. Αθήνα: Μεταίχμιο.

Wetherell, M. και Potter, J. (1992) Mapping the Language of Racism. New York: Harvester Wheatsheaf.

Young- Bruehl, E. (1996). The Anatomy of Prejudice. Cambridge, M.A.: Harvard University Press.
Texts and identities

Tutor: Villy Tsakona

Summary:

The module draws on diverse approaches within Discourse Analysis and places emphasis on issues related to identity construction through discourse. Identities are not perceived as individuals’ innate, static, and unchangeable properties, but as their dynamic, socially determined, and multiple constructions depending on specific goals and contexts (Benwell & Stokoe 2006, Archakis & Tsakona 2012). In this context, we exploit Labov’s (1972) narrative model and Bamberg’s (1997, 2004) model on narrative identities, humor theory (Attardo 2001, Tsakona 2013), linguistic creativity theory (Carter 2004), as well as critical approaches to discourse (Wodak & Meyer 2001, van Dijk 2008) to analyze various genres. These include oral and journalistic narratives, political discourse, humorous texts, media texts, students’ essays, etc. The theoretical and analytical tools discussed during the course can reveal how speakers construct multiple identities and project specific ideological standpoints, so as, among other things, to set the boundaries between the ingroup and the ougroup, encode their opposition, as well as project legitimizing or resistance identities towards widely circulated and dominant views and practices (Castells 2010).

Aims

Students are expected:

• To become familiar with some main concepts and analytical tools from the field of Discourse Analysis.
• To explore the relationship between discourse and identity and to realize how through discourse speakers ideologically position themselves towards dominant standpoints and practices and determine the groups where they belong or do not belong.
• To comprehend that everyday texts or texts coming from non-institutionalized contexts are equally important for the construction of identities as texts from institutionalized contexts which are often perceived as more prestigious.

Anticipated learning outcomes

When completing this module, students are expected:

• To be familiar with some basic terminology and analytical methods within the field of Discourse Analysis.
• To be able to use theoretical models to analyze authentic texts.
• To analyze texts so as to bring to the surface speakers’/writers’ identities and ideological standpoints.
• To study and search for bibliography concerning various topics within Discourse Analysis.

Structure

The module consists of weekly sessions, which begin with the instructor’s presentation of the topics under discussion and involve analyzing texts with the students in class. During the final sessions students will present their own essays.

Assessment

Students’ assessment will be based on their active participation in class as well as on the oral presentation of their own essay. The essays are expected to be relevant to the content of the module and to take into consideration available research on the topic. Students will also be assigned to prepare summaries of some of the papers included in the bibliography of the module, as well as questions emerging from them to be discussed in class.

Suggested basic readings

Books:

• Αρχάκης, Α. 2011/2005. Γλωσσική διδασκαλία και σύσταση των κειμένων, 2η έκδ. Αθήνα: Πατάκης.
• Αρχάκης, Α. 2020. Από τον εθνικό στον μετα-εθνικό λόγο: Μεταναστευτικές ταυτότητες και κριτική εκπαίδευση. Αθήνα: Πατάκης.
• Αρχάκης, Α. & Τσάκωνα, Β. 2011. Ταυτότητες, αφηγήσεις και γλωσσική εκπαίδευση. Αθήνα: Πατάκης.
• Attardo, S. 2001. Humorous Texts: A Semantic and Pragmatic Analysis. Berlin: Mouton de Gruyter.
• Attardo, S. 2020. The Linguistics of Humor. Oxford: Oxford University Press.
• Austin, J. L. 1962. How to Do Things with Words, 2η έκδ. Επιμ.: J. O. Urmson & M. Sbisà. Cambridge: Harvard University Press.
• Bell, A. 1991. The Language of News Media. Oxford: Blackwell.
• Benwell, B. & Stokoe, E. 2006. Discourse and Identity. Edinburgh: Edinburgh University Press.
• Brown, G. & Yule, G. 1983. Discourse Analysis. Cambridge: Cambridge University Press.
• Brown, P. & Levinson, S. C. 1987. Some Universals in Language Usage. Cambridge: Cambridge University Press.
• Γεωργακοπούλου, Α. & Γούτσος, Δ. 2011/1999. Κείμενο και επικοινωνία. Ανανεωμένη έκδοση. Αθήνα: Πατάκης.
• Γεωργαλίδου, Μ., Σηφιανού, Μ. & Τσάκωνα, Β. (επιμ.). 2014. Ανάλυση λόγου: Θεωρία και εφαρμογές. Αθήνα: Νήσος.
• De Fina A, Schiffrin, D. & Bamberg, M. (επιμ.) (2006). Discourse and Ιdentity. Cambridge: Cambridge University Press.
• De Fina, A. & Georgakopoulou, A. 2015. The Handbook of Narrative Analysis. Malden: Wiley Blackwell.
• Carter, R. 2004. Language and Creativity. The Art of Common Talk. Routledge: London.
• Gee, J. P. 2011. How to Do Discourse Analysis: A Toolkit. Oxon: Routledge.
• Georgakopoulou, A. & Goutsos, D. 2004/1997. Discourse Analysis: An Introduction, 2η έκδ. Edinburgh: Edinburgh University Press.
• Hutchby, I. & Wooffitt, R. 2008. Conversation Analysis, 2η έκδ. Oxford: Blackwell.
• Jones, R. (επιμ.). 2016. The Routledge handbook of Language and Creativity. London: Routledge.
• Κακαβούλια, Μ. & Πολίτης, Π. (επιμ.) 2022. Αφήγηση: Μια πολυεπιστημονική προσέγγιση. Αθήνα: Gutenberg.
• Κανάκης, Κ. 2007. Εισαγωγή στην πραγματολογία: Γνωστικές και κοινωνικές όψεις της γλωσσικής χρήσης. Αθήνα: Εκδόσεις του Εικοστού Πρώτου.
• Labov, W. 1972. Language in the Inner City. Philadelphia: University of Pennsylvania Press.
• Levinson, S. C. 1983. Pragmatics. Cambridge: Cambridge University Press.
• Maybin, J. & Swann, J. (επιμ.) 2006. The Art of English: Everyday Creativity. Basingstoke/Milton Keynes: Palgrave MacMillan, The Open University.
• Μπέλλα, Σ. 2015. Πραγματολογία: Από τη γλωσσική επικοινωνία στη γλωσσική διδασκαλία. Αθήνα: Gutenberg.
• Μπουκάλα, Σ. & Στάμου, Α. Γ. (επιμ.) 2020. Κριτική ανάλυση λόγου: (Απο)δομώντας την ελληνική πραγματικότητα. Αθήνα: Νήσος.
• Sifianou, M. 1999. Politeness Phenomena in England and Greece. Oxford: Oxford University Press.
• Στάμου, Α. Γ. 2020. Γερμανικότητα-ελληνικότητα: Ταυτότητες στον λόγο της μαζικής κουλτούρας. Αθήνα: Πεδίο.
• Swann, J., Pope, R. & Carter, R. (επιμ.). 2011. Creativity in Language and Literature: The State of the Art. Basingstoke: Palgrave Macmillan.
• Tannen, D., Hamilton, H. E. & Schiffrin, D. 2015. The Handbook of Discourse Analysis, 2η έκδ. Malden: Wiley Blackwell.
• Τσάκωνα, Β. 2013. Η κοινωνιογλωσσολογία του χιούμορ: Θεωρία, λειτουργίες και διδασκαλία. Αθήνα: Εκδόσεις Γρηγόρη.
• Tsakona, V. 2020. Recontextualizing Humor: Rethinking the Analysis and Teaching of Humor. Boston: De Gruyter Mouton.
• Wooffitt, Robin. 2005. Conversation Analysis and Discourse Analysis: A Comparative and Critical Introduction. London: Sage.
• Yule, G. 2006. Πραγματολογία. Μετάφραση: Α. Αλβανούδη & Χ. Καπελλίδη. Επιμέλεια: Θ.-Σ. Παυλίδου. Θεσσαλονίκη: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Ινστιτούτο Νεοελληνικών Σπουδών [Ίδρυμα Μανόλη Τριανταφυλλίδη].
• Zienkowski, J., Östman, J.-O. & Verschueren, J. (επιμ.) 2011. Discursive Pragmatics. Amsterdam: John Benjamins.

 Articles:

• Αρχάκης, Α. & Τσάκωνα, Β. 2022. Γλώσσα και ταυτότητα. Στο Δ. Γούτσος & Σ. Μπέλλα (επιμ.), Κοινωνιογλωσσολογία. Αθήνα: Gutenberg, 233-266.
• Bamberg, M. 1997. Positioning between structure and performance. Journal of Narrative and Life History 7, 335-342.
• Bamberg, M. 2004. Form and functions of “slut-bushing” in male identity construction in 15-year-olds. Human Development 47, 331-353.
• Vasilopoulou, A., Hadjidemetriou, C. & Terkourafi, M. 2010. Introducing Greek conversation analysis. Journal of Greek Linguistics 10: 155-183.

Relevant journals:

• Discourse and Society
• Discourse, Context and Media
• Discourse Processes
• Discourse Studies
• Journal of Language and Politics
• Journal of Pragmatics
• Pragmatics
• Pragmatics and Society
• Text and Talk

 

Minorities, migrants and refugees in education

Tutors: Alexandra Androussou & Nelly Askouni

Summary

Building the identity of citizens and maintaining the stability of states with multi-ethnic and multilingual populations is a major goal of national education systems around the world. The historical, political and social conditions that determine the creation of minority, migrant or refugee populations, processes of inclusion/exclusion, identities and hierarchies are the key aspects of the module. The main focus is on how state education systems define and deal with the ethnic “other” within the current political context in the so-called Western world. Particular attention is paid to the critical approaches to the categories of “minorities”, “immigrants”, “refugees”. The principal issue is how education is related to the construction of identities, social exclusion and racism. Some sessions are held by invited lecturers with research and pedagogical experience in the field of refugee education and social inclusion.

Suggested basic readings

Books:

Ανδρούσου, Α. (2005), «Πώς σε λένε;» Διεργασίες μιας επιμορφωτικής παρέμβασης στη μειονοτική εκπαίδευση, Αθήνα: Gutenberg.

Ανδρούσου Α., Ασκούνη Ν. (2004). Ετερογένεια και σχολείο, Αθήνα, Κλειδιά και Αντικλείδια, ΥΠΕΠΘ/ Πανεπ. Αθηνών, 2004 (www.kleidiakaiantikleidia.net).

Ανδρούσου, Α., Ασκούνη, Ν. (επιμ.) (2011) Πολιτισμική Ετερότητα και Ανθρώπινα Δικαιώματα: προκλήσεις για την εκπαίδευση, Μεταίχμιο: Αθήνα.

Αρχάκης, Α. (2020), Από τον εθνικό στον μετα-εθνικό λόγο. Μεταναστευτικές ταυτότητες και κριτική εκπαίδευση, Αθήνα: Πατάκης.

Ασκούνη, Ν. (2006), Η εκπαίδευση της μειονότητας στη Θράκη. Από το περιθώριο στην προοπτική της κοινωνικής ένταξης, Αθήνα: Αλεξάνδρεια.

Banks, J.A. (Ed.) (2010). The Routledge International Companion to Multicultural Education, Oxford (etc.): Routledge, Taylor & Francis.

Βεντούρα, Λ. (επιμ) (2011). Μετανάστευση και κοινωνικά σύνορα. Διαδικασίες αφομοίωσης, ενσωμάτωσης ή αποκλεισμού. Αθήνα: Νήσος.

Cummins, J. (2005). Ταυτότητες υπό διαπραγμάτευση: Εκπαίδευση με σκοπό την ενδυνάμωση σε μια κοινωνία ετερότητας. Αθήνα: Gutenberg.

Gillborn, D. (2006). Critical Race Theory and Education: Racism and antiracism in educational theory and praxis, Discourse: studies in the cultural politics of education, 27(1), 11-32.

Hall, S. (1996). «Introduction: Who needs ‘identity’?» in S. Hall & P. du Gay (Eds.), Questions of cultural identity (pp. 1-18). London: SAGE Publications Ltd.

Jones, C. & Rutter, J. (1998). Mapping the Field: Current Issues in Refugee Education. In C. Jones & J. Rutter (eds.) Refugee Education: Mapping the Field, (pp.171-182). London: Trentham Books.

Khosravi, S. (2010). ‘Illegal’ traveller: An auto-ethnography of borders. Basingstoke: Palgrave Macmillan.

Ladson-Billings, G. & Gillborn, D. (eds) (2004). The RoutledgeFalmer Reader in Multicultural Education. London, NY: RoutledgeFalmer.

Μακρυνιώτη, Δ. & Διδυμιώτης, Ο. (επιμ.) (2019).  Παιδικές ηλικίες σε κίνηση. Αθήνα: Νήσος.

Ogbu, J., & Simons, H. (1998). Voluntary and involuntary minorities: a cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.

Παπανδρέου, Π.(2013). Παιδιά της μετανάστευσης στην Αθήνα. Η πολιτική του ανήκειν και οι σκοτεινές πλευρές της προσαρμογής, Αθήνα: Νήσος.

Στεργίου, Λ. & Σιμόπουλος, Γ. (2019). Μετά το κοντέινερ. Διαπολιτισμική ματιά στην εκπαίδευση προσφύγων. Αθήνα: Gutenberg.

Φραγκουδάκη Α. – Δραγώνα Θ. (επιμ.) (1997). «Τι είν’ η πατρίδα μας;» Εθνοκεντρισμός στην εκπαίδευση,  Αλεξάνδρεια, Αθήνα.

Χαραβιτσίδης Π. (2013), Χτίζοντας ένα δημοκρατικό και ανθρώπινο σχολείο στην Αθήνα, Θεσσαλονίκη: Επίκεντρο.

Χριστόπουλος, Δ. (2019). Ποιος είναι έλληνας πολίτης; Τo  καθεστώς ιθαγένειας στην Ελλάδα από τις αρχές του ελληνικού κράτους ως τις αρχές του 21ου αιώνα, Αθήνα: Βιβλιόραμα (2^η έκδοση).

Τρουμπέτα Σ. (2012). (επιμ.) Το προσφυγικό και μεταναστευτικό ζήτημα: διαβάσεις και μελέτες συνόρων, Αθήνα: Παπαζήσης.

Articles:

Anthias, F. (2016). “Interconnecting boundaries of identity and belonging and hierarchy-making within transnational mobility studies: Framing inequalities”, Current Sociology, 64, 191-212.

Ασκούνη Ν., (2014). «Μειονότητες και εκπαίδευση: πολιτισμικές διαφορές και ταξικές ανισότητες», Σύγχρονα Θέματα, 124, 25-32.

Ball, S. J., Reay, D. & David, M. (2002). «’Ethnic Choosing’: Minority ethnic students, social class and higher education choice», Race Ethnicity and Education, 5(4), 333-357.

Bauman, Z. (2011b). Migration and identities in the globalized world, Philosophy & Social Criticism, 37 (4), 425–435.

Castles, St. (2010). “Understanding global migration. A social transformation perspective”, Journal of Ethnic and Migration Studies 36, 10, 1565-1586.

Παπαταξιάρχης, Ε. (2016). «Μια μεγάλη ανατροπή: Η ‘Ευρωπαϊκή προσφυγική κρίση’ και ο νέος πατριωτισμός της ‘αλληλεγγύης’», Σύγχρονα Θέματα, 132-133, 7-28.

Pinson, H., & Arnot, M. (2007). «Sociology of education and the wasteland of refugee education research», British Journal of Sociology of Education, 28(3), 399–407.

Portes, A. & Fernández-Kelly, P. (2008). No Margin for Error: Educational and Occupational Achievement among Disadvantage Children of Immigrants. Annals of the American Academy of Political and Social Science, 620, 12-36.

Portes, Α., Zhou, M. (1993), «The New Second Generation: Segmented Assimilation and its Variants», The Annals of the American Academy of Political and Social Sciences 530, 74-96 (Ελλ. μτφρ: «Η νέα δεύτερη γενιά: η τμηματοποιημένη αφομοίωση και οι παραλλαγές της» στο Βεντούρα, Λ. (επιμ) (2011). Μετανάστευση και κοινωνικά σύνορα. Διαδικασίες αφομοίωσης, ενσωμάτωσης ή αποκλεισμού. Αθήνα: Νήσος, 177-210.)

Stevens, P. A. J. (2007). «Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature Between 1980 and 2005», Review of Educational Research, 77(2), 147–185.

Sites:

www.museduc.gr

www.kleidiakaiantikleidia.net

http://peroma.web.auth.gr/peroma/el

https://www.unhcr.org/gr/

 

Femininities and Masculinities in the 21st century

Tutor: Mary Leontsini

Summary

In this seminar we examine the gendered dimension of sociability, through the lens of Social Sciences. During the last decades, the meanings associated with masculinities and femininities shape constantly changing social hierarchies, discrimination and exclusions. The entrenchment of identity politics in an environment of hyperdiversity highlights groups which articulate demands for recognition, drawing on negotiations and challenges to the bipolar scheme of gender. Gender (as a category of analysis) and sexuality (as a set of practices) are at the center of our interests. The formation of groups is related to the ways in which gendered, classed and racialized versions of different and (often) fluid identities are constructed. The qualitative dimension of practices and the consequent extraction of meanings by individuals and groups depend on social relations, networks and resources, which each time can (or cannot) be mobilized to achieve individual or collective goals. Homophobia and transphobia as gender contexts are intertwined with racial, class, age, etc. assumptions and constitute “intersections” where subjects, groups and practices are censored and prioritized. We elaborate the concept of ‘intersectionality’, which originates from Gender Studies, to study the re/production of social inequalities and the claims of different social groups with distinct gender identities.

Aims

To critically engage with and obtain a comprehensive understanding of the following topics:

• The debate on the concept of gender and its limits.
• Gender and theories of performativity.
• The deconstruction of the dilemma: equality vs
• Genders and sexualities: historical framing.
• The configuration of heteronormativity.
• The discussion of intersectionality.
• The historical construction of masculinity.
• Hegemonic and inclusive masculinities.
• Homophobia: the gender expression debate and the validation of heterosexism.
• Homosocial groups and identity formation.
• Trans socialities, identities and practices.
• Feminine masculinities / Masculine femininities.
• The politics of identities in the age of hyperdiversity.

 Anticipated learning outcomes

Upon successful completion of the course, students will be able to:

1. A) At the level of knowledge

• Understand the forms of gendered sociality and their intertwining with different systems of oppression.
• Analyze the importance of the hierarchical dimension of gender in the processes of social stratification.
• Highlight the structural imperatives of gender participation and demands for recognition.

1. B) At skill level

• Be able to distinguish gender inequalities in the formation of social relations.
• Be able to design (formal or informal) educational interventions using films involving gender recruitment processes.
• Be able to formulate research questions and write scientific papers around the issues of masculinities and femininities.

1. C) At the level of abilities

• Be able to argue publicly about the importance of gender inequality in social hierarchies.
• Be able to present the multiple forms of construction of masculinities and femininities in research or educational contexts.

1. D) General skills

• Autonomous work
• Teamwork
• Work in an interdisciplinary environment
• Formulation of new research ideas
• Respect for diversity and multiculturalism
• Respect for the natural environment
• Demonstration of social, professional and ethical responsibility and sensitivity to issues of gender and sexuality
• Exercise criticism and self-criticism
• Promotion of free, creative and inductive thinking

Structure

The course consists of thirteen weekly sessions. Each session involves an introduction of the tutor which provides the framework for discussion with the students. The discussion draws also on the preparatory reading of the students, who present works related to each topic. Students keep engaged through participation to discussions.

Assessment

The evaluation language is Greek.

Students are evaluated based on three assignments:

The first two assignments consist of a class presentation and submission of an extended summary of 2,000 words of texts from the international literature on the issues discussed in class. These tasks cover 60% of the total score.

The 3rd is the final assignment, on a subject related to the course’s themes and agreed upon after the cooperation of the students and the tutor (in individual meetings). Its length must not exceed 5,000 words and corresponds to (40%) of the final grade.

The evaluation criteria for each of the assignments are posted in the online class of the course.

Suggested literature

Adam, B. D. (1998). Theorizing Homophobia. Sexualities, 1(4), 387-404. doi: 10.1177/136346098001004001.

Anderson, E. (2010). Inclusive Masculinity: The Changing Nature of Masculinities: Routledge.

Anderson, E. & McCormack, M. (2018) Inclusive Masculinity Theory: overview, reflection and refinement, Journal of Gender Studies, 27(5), 547-561.

Armengol, J. M. (Ed.). (2013). Embodying Masculinities: Towards a History of the Male Body in U.S. Culture and Literature (Masculinity Studies): Peter Lang Inc., International Academic Publishers.

Bilge, S. (2010). Recent Feminist Outlooks on Intersectionality. Diogenes, 57(1), 58-72. doi: 10.1177/0392192110374245.

Bird, S. R. (1996). Welcome to the Men’s Club: Homosociality and the Maintenance of Hegemonic Masculinity. Gender and Society, 10(2), 120–132.

Borkowska, K. (2016). Joining The Conversation On Inclusive Masculinity Theory: A Response To Rachel O’Neill’s ‘Whither Critical Masculinity Studies?’ Men and Masculinities, 19(5), 545-549.

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Choo, H. Y. (2012). The Transnational Journey of Intersectionality. Gender & Society, 26(1), 40-45.

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Flood, M. (2008). Men, sex, and homosociality: How bonds between men shape their sexual relations with women. Men and masculinities, 10(3), 339-359.

Foucault, M. (2010). Οι μη κανονικοί : Παραδόσεις στο κολέγιο της Γαλλίας (1974-1975) (Σ. Σιαμανδούρας, μτφρ.). Αθήνα: Βιβλιοπωλείον της Εστίας.

Foucault, M. (2011). Ιστορία της σεξουαλικότητας : Η βούληση για γνώση (Τ. Μπέτζελος, μτφρ.). Αθήνα: Πλέθρον.

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Foucault, M. (2013b). Ιστορία της σεξουαλικότητας : Η χρήση των ηδονών (Τ. Μπέτζελος, μτφρ.). Αθήνα: Πλέθρον.

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Handbooks of Sociology and Social Research: Springer.

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Herz, M., & Johansson, T. (2015). The normativity of the concept of heteronormativity. Journal of Homosexuality, 62(8), 1009-1020.

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James Dean, Straights: Heterosexuality in Post-Closeted Culture, New York: New York University Press, 2014.

Jane Ward, Not Gay: Sex Between White Straight Men, New York University Press, 2015

Jane Ward, The Tragedy of Heterosexuality, New York University Press, 2020.

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Αθανασίου, Α. (επιμ.). (2006). Φεμινιστική θεωρία και πολιτισμική κριτική. Αθήνα: Νήσος.

Σηφάκη, Ε.-Μ. (2015). Δομισμός, μεταδομισμός και σπουδές φύλου. Στο Ε.-Μ. Σηφάκη, Σπουδές φύλου και λογοτεχνία. Αθήνα: Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών.

Relevant journals:

Gender, Place and Culture

A Journal of Feminist Geography

http://www.psypress.com/journals/details/0966-369X/

Gender and Education

http://www.tandfonline.com/toc/cgee20/current#.VAV7a6MqPGg

Gender & Society

https://journals.sagepub.com/home/gas

Sexualities

https://journals.sagepub.com/home/sex

Studies in Gender and Sexuality

https://www.tandfonline.com/journals/hsgs20

differences A Journal of Feminist Cultural Studies

https://www.dukeupress.edu/differences/

Feminist Theory

https://journals.sagepub.com/home/fty
Feminist Studies
http://www.feministstudies.org/home.html

Journal of Homosexuality
https://www.tandfonline.com/loi/wjhm20#.UfMx4RZ5i5I

 

Workshop-Seminar on Methodologies of Human Sciences entitled “Data Analysis with the Use of Computers”.

Tutor: Vassilis Gialamas

 Summary

The seminar aims:

1. To introduce to the participants, basic statistical methods and technics, which are suitable for the analysis of data, been collected for research purposes within Human Sciences;
2. To introduce to the participants the use of statistical software for data analysis.
3. To encourage participants ability to formulate scientific work.

Aims

• To present the reasoning behind the basic statistical methods and techniques.
• To develop the knowledge that leads to the choice of suitable statistical techniques for the investigation of the subject, depending on the nature of the data and the restrictions that are placed by ranges and distributions of the available samples.
• To develop skills in comprehending and interpreting results from the implementation of analysis of statistical software.
• To obtain the ability of stating and writing of statistical analysis results by the use of the suitable documentation.

Anticipated learning outcomes

By the end of the seminar participants shall be able:

• To develop skills into comprehending the nature of data that are analysed, to check the conditions for validation of statistical technics and, finally, to be able to select the suitable statistical technique applicable on controlling the inquiring case.
• To develop the ability to use various computational methods suitable for statistical treatment (as SPSS, Excel ) and to comprehend the results.
• To develop the ability of stating and writing of statistical analysis results by the use of the suitable documentation.

Structure

The seminar consists of ten weekly sessions. Each session is divided in two parts. During the first part the presentation of a problem is presented and the suitable statistical methodology for its solution is chosen and developed. The statistical contents of this part: frequency distributions and their graphical representations, measures of central tendency, measures of dispersion, normal distribution, sampling, sampling distribution, estimation by confidence intervals, introduction to testing hypothesis, t-test, Analysis of variance, testing hypothesis by X2 distribution, simple regression and introduction to multiple regression analysis, non-parametric tests and introduction to Factor Analysis. The use of statistical software for the implementation of suitable analyses is demonstrated.

The second part is used for inquiries with data that originate from real studies. The implementation is based on the use of computer. Participants decide and apply the suitable statistical treatment. Finally, they prepare a short report with their conclusions.

Assessment

Assessment is based on participation and coursework. Participants are asked to work in small groups and submit a paper based on any data set they wish.

Suggested pre-seminar reading

The lecturer gives a selected list of bibliography related to the topic he is to going to present.

Ferguson G. and Takane Z. (1989). Statistical Analysis in Psychology and Education, Sixth Edition. New York: McGraw-Hill.

Gravetter, J. F. and Wallnau, B. L. (1996). Statistics for the Behavioral Sciences. A First Course for Students of Psychology and Education. Fourth Edition. West Publishing Company.

Grimm L. (1993). Statistical Applications for the Behavioral Sciences. John Wiley & sons Inc.

Howell C. D. (1997). Statistical Methods in Psychology. Fourth Edition. Duxbury Press, by Wadsworth Publishing Co. International Thomson Publishing Inc.

Minium, W. E., King, M. B., Bear, G. (1993). Statistical Reasoning in Psychology and Education. Third Edition. John Wiley & sons Inc.

Norusis J. Marija (2002). Guide to Data Analysis (SPSS 11.0). Prentice Hall: New Jersey.

Ott. L., Longnecker M. (2001). An Introduction to Statistical Methods and data Analysis, Fifth Edition. Duxbury, Pacific Grove.

SPSS Inc. (2004). SPSS Base 12. User’s Guide. SPSS Inc, Chicago.

Tabachnick, B. G. & Fidell, L. S. (1996). Using multivariate statistics (3rd Ed.). New York, NY: Harper Collins