Unit:
Deparment of French Language and LiteratureLibrary of the School of Philosophy
Dissertation committee:
Μαρίνα Βήχου, Επίκουρη καθηγήτρια, Γαλλικής Γλώσσας και Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μαρίας-Χριστίνας Αναστασιάδη, Αναπληρώτρια καθηγήτρια, Γαλλικής Γλώσσας και Φιλολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Γιώργου Ανδρουλάκη, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Μαρία Παπαδοπούλου, Καθηγήτρια, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Φιλία Ίσαρη, Αναπληρώτρια Καθηγήτρια, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Ελένη Γκανά, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Ειδικής Αγωγής, Πανεπιστήμιο Θεσσαλίας
Ευγενία Βασιλάκη, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Original Title:
Η μετάβαση στη μετα-ποιοτική έρευνα για τη γλωσσική εκπαίδευση: διαμεσολάβηση γλωσσικών-πολιτισμικών χαρακτηριστικών και ανάδειξη των δυνατοτήτων των μαθητών/ριών του Δημοτικού
Translated title:
Towards the post-qualitative inquiry for language education: the mediation of linguistic-cultural features and the valorization of primary school students' capabilities
Summary:
Current socio-economic and bio-political conditions affect the field of language educa-tion by reproducing a framework of “stunted” justice. The present study seeks to identi-fy lines of flight for a more just language education, which appear to, extend to the field of research methodology.
The capabilities approach, the creation of radical mediation spaces, the lan-guage/linguistic rights and the ideological lens of superdiversity are perceived as an amalgam that may relieve some of the injustices of the neo-liberal educational system.
The present study is situated within the post-human condition and based on the theory of methodological anarchism, it attempts a transition towards language learning in post-humanism and in post-qualitative inquiry. In this context, a métissage of methods, methodologies, creative tools and alternative approaches of ethics has been developed. The various assemblages consist part of a broader scientific-ontological-ethical turn that has been considered crucial towards achieving the purpose and objectives of this re-search.
The research findings point out the urgent need for approaching language learning as a continuous process of becoming in terms of deterritorialization and reterritorialization aiming finally at raising the political imagination of the language learning bodies. A key component of this process is to fight for space-place in order to integrate the collective capabilities of distributed access, distributed participation, as well as of distributed crea-tion of utopias by all bodies of language learning and research.
Main subject category:
Language – Literature
Keywords:
post-humanism, superdiversity, capabilities approach, radical mediation, linguistic-cultural features, post-qualitative inquiry
Number of references:
436
