Unit:
Department of Primary EducationLibrary of the School of Education
Author:
Papanikolaou Nikoletta
Dissertation committee:
Δημοσθένης Δασκαλάκης, Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Θωμάς Μπαμπάλης, Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Αλέξανδρος Σταμάτιος Αντωνίου, Αναπληρωτής Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Αγγελική Βουδούρη, Καθηγήτρια του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Κωνσταντίνος Μαλαφάντης, Καθηγητής του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Κωνσταντίνα Τσώλη, Επίκουρη Καθηγήτρια του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Ελισάβετ Λαζαράκου, Επίκουρη Καθηγήτρια του Π.Τ.Δ.Ε. του Πανεπιστημίου Αθηνών
Original Title:
Πολιτική κοινωνικοποίηση των μαθητών πρωτοβάθμιας εκπαίδευσης με μαθησιακές δυσκολίες
Translated title:
Political socialization of primary education students with learning disorders.
Summary:
Despite the fact that the number of students with learning disorders in Greece is rising, no serious attempts have been made to estimate the parameters that are significantly associated with their political profile. According to the literature, learning disorders pose a risk factor for social, mental and emotional disorders which are considered as a hindrance for political civilization.
The aim of this research was to investigate the responses given by a cohort of students diagnosed with learning disorders to a series of questions on social, political and citizenship-based matters. Their responses were compared to those of a similar cohort of students with typical learning style. In addition, the results were considered within the context of the aims of the "Social and Political Education" subject included in the Greek National Curriculum. The research took place in the school year 2018-2019 at 15 different primary schools. The sample consisted of 86 students with learning disorders and 314 without disorders, both attending the last two years of primary school. Questionnaire was used as the data collection tool. Learning disorders, sex, age and parents’ original nationality were considered as the independent variables. S.P.S.S. was used to analyze the results of the research.
The results revealed differences in representations, mainly between children with and without learning disorders. Typical learning style children seem conscious of the role of political parties and are amenable to taking decisions on their own initiative. However, they expressed some stereotypic representations about women’s political rights and immigrants. On the other side, children with learning disorders have an idealized view of politics and tend to abstain from collective procedures.
Moreover, the results indicated that premature political representations of the whole sample include forward-looking as well as backward-looking aspects, which compose a contradictory culture.
Finally, some suggestions are made for educational interventions in order to overcome obstacles children with learning disorders face during their social integration.
Main subject category:
Education
Keywords:
Political socialization, special education, inclusion, social and political representations, social and political education
Number of references:
220
File:
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ΠΑΠΑΝΙΚΟΛΑΟΥ_διατριβή_τελικό.pdf
3 MB
File access is restricted only to the intranet of UoA.
