Power relations and school: Case study of an unofficial procedure of direct-democratic governmentality in the Greek educational system

Doctoral Dissertation uoadl:3217195 12 Read counter

Unit:
Department of Philosophy, Pedagogy and Psychology
Library of the School of Philosophy
Deposit date:
2022-05-10
Year:
2022
Author:
Retalis Giorgos
Dissertation committee:
Ευαγγελία Φρυδάκη, Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α.
Γεώργιος Πασιάς, Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α.
Αντιγόνη-Άλμπα Παπακωνσταντίνου, Επ. Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α.
Δημήτριος Φωτεινός, Αν. Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α.
Ιωάννης Ρουσσάκης, Επ. Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α.
Ελένη Κατσαρού, Καθηγήτρια, Τμήμα Φιλοσοφικών και Κοινωνικών Σπουδών, Πανεπιστήμιο Κρήτης
Ιωάννης Πεχτελίδης, Αν. Καθηγητής, Παιδαγωγικό Τμήμα Προσχολικής Εκπαίδευσης, Πανεπιστήμιο Θεσσαλίας
Original Title:
Σχέσεις εξουσίας και σχολείο: Μελέτη περίπτωσης άτυπης εφαρμογής αμεσοδημοκρατικής κυβερνολογικής στο ελληνικό εκπαιδευτικό σύστημα
Languages:
Greek
Translated title:
Power relations and school: Case study of an unofficial procedure of direct-democratic governmentality in the Greek educational system
Summary:
In the typical educational system pupils are excluded from the decision-making process at all levels. The present thesis studies the case of three typical state school units in a village at rural Greece, where the teachers and the pupils were taking all school-based decisions through direct-democratic assemblies (‘School Council’). The meetings were regulated by a committee of pupils and both teachers and pupils were participating as equals. This practice started in the Primary School and the Kindergarten, and expanded, to a limited extent, to the local Middle School (ages 12-15). These cases are being studied along the case of the local High School (ages 16-18).
The research goal was to study the ways in which the meetings were held, the school units were operating, the pupils, the teachers and the parents were perceiving and evaluating this practice, as well as to document their attitude towards its fundamental idea. The study was based on Michel Foucault’s analysis of power in systems like Education. The methodology followed was that of participant observation and of semi-structured interviews with pupils, teachers and parents. The data collected were analyzed through the method of thematic analysis.
Among the basic research conclusions is that the schools in question and their power relations were functioning in accordance with the dominant systemic provisions, and that the pupils appeared to have become empowered through these assemblies. Additionally, the participants were characterised by an accurate understanding of the practice, mostly positive evaluation of its implementation and a positive attitude towards it. The dissertation concludes with a discussion of the possibilities, the conditions and the dynamics of implementing an educational practice, such as the one studied here, within the dominant systems.
Main subject category:
Education - Sport science
Keywords:
Power relations, governmentality, educational system, school, disciplinary technology, empowerment, resistance
Index:
No
Number of index pages:
0
Contains images:
No
Number of references:
370
Number of pages:
430
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