Unit:
Department of Philosophy, Pedagogy and PsychologyLibrary of the School of Philosophy
Author:
Arvanitis Nikolaos
Dissertation committee:
Γεώργιος Παπακωνσταντίνου, Καθηγητής, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Αθηνών
Αθανάσιος Ε. Γκότοβος, Καθηγητής, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Ιωαννίνων
Γεώργιος Πασιάς, Καθηγητής, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Αθηνών
Ευανθία Μηλίγκου, Επίκουρη Καθηγήτρια, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Αθηνών
Αθανάσιος Βέρδης, Επίκουρος Καθηγητής, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Αθηνών
Φωτεινή Αντωνίου, Επίκουρη Καθηγήτρια, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Αθηνών
Χρήστος Παρθένης, Επίκουρος Καθηγητής, Τμήμα ΦΠΨ, Φιλοσοφικής Σχολής Πανεπιστημίου Αθηνών
Original Title:
Κοινωνικός και εκπαιδευτικός αποκλεισμός στην κοινότητα των ελληνόφωνων Τσιγγάνων της Χαλκίδας
Translated title:
Social and educational exclusion in the community of the Greek-speaking Roma of Chalkida
Summary:
This thesis studies the processes and the state of social and educational exclusion in the community of the Greek-speaking Roma of Chalkis. In particular, social practices, followed by community members in the range of the three generations of the postwar period, are investigated and examined in parallel with the configuration process of the Greek society during the same period. As a theoretical starting point, the concept of social exclusion was chosen, as part of a holistic approach that leverages heuristically four sub dimensions -economic, social, political and cultural- in order to achieve the analysis and interpretation of the social disadvantage on this specific population. The research approach is qualitative and through the use of complementary research techniques, primary observation and interview, reveals the dynamic interaction of social practices of the population with the specific economic, political, social and cultural characteristics of the city. The utilization of methodological tools of the theory of structuration on the particular characteristics of the research area showed the existence of rules and resources which put into question many of the prevailing interpretations of social and educational exclusion of the Roma. Integration though employment in the past for many of the community members, the fact of being Greek subjects for long, the characteristics of their housing integration, the use of the Greek language only and the absence of explicit persecution incidents secured, at least de jure, the basic prerequisites for social and educational integration. However, as shown by the research, the existence of resources alone is not sufficient for their substantiality as means, but requires human action, namely the social practices by the Roma people themselves and rules that would activate these resources. The study showed that the majority of the population has not over time showed the ability to utilize effectively the available resources that would en-sure the efficient social and educational integration. As a result their present situation is characterized by high unemployment rates, underemployment, high dependency on so-cial transfers, limited social contacts with the majority and a manipulated political en-gagement. Regarding the educational level, the complete absence of the first generation from education succeeded limited and insufficient presence of the second generation members in school, mostly of compulsory education. For this generation a clear state of educational exclusion existed with direct consequences on occupational and general so-cial inclusion. The educational status of the third-generation constitutes a case of an ad-verse incorporation, since despite their massive enrollment in primary schools has a high leakage rate, poor attendance and limited literacy. The instrumental treatment of education for many of the community members as an exchangeable product in employ-ment temporarily strengthened their stay in educational structures in order to obtain ed-ucational qualifications, however the situation of adverse educational incorporation may soon alter into educational exclusion. As a result, by staying away from employment, from education and with limited social relations to the wider society, in interweaving distributive and relational forms of deprivation, the continuous of inequality tends to lead a large part of the Roma population to a catastrophic rupture of its relations with the society.
Main subject category:
Social, Political and Economic sciences
Keywords:
Roma, Gypsies, Euboea, identities, margin, social relationships, structuration theory, ethnic boundary, social integration, qualitative research
Number of references:
825
