Dissertation committee:
Παρθένης Χρήστος, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, επιβλέπων
Μιχάλης Αθανάσιος, Αναπληρωτής Καθηγητής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Παπακωνσταντίνου Αντιγόνη - Άλμπα, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Φλουρής Γεώργιος, Ομότιμος Καθηγητής, Τμήμα Φιλοσοφίας, Παιδαγωγικής και Ψυχολογίας, Φιλοσοφική Σχολή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Νικολάου Γεώργιος, Καθηγητής, Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας, Πανεπιστήμιο Πατρών
Καζούλλη – Κούρτη Βασιλεία, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Αιγαίου
Λαμπρίδης Ευθύμιος, Αναπληρωτής Καθηγητής, Τμήμα Ιστορίας και Εθνολογίας, Δημοκρίτειο Πανεπιστήμιο Θράκης
Summary:
In the Greek educational context with strong cultural heterogeneity of students, the pedagogical and teaching practices and norms of recognition of diversity and inclusion of Roma students in multicultural Primary School classes were studied. The pedagogical culture of inclusion of the diverse Roma student population and routines of normality and diversity, with which the problems of Roma students - that are thematized in the school culture - are addressed, were studied.
The orientation of pedagogical and teaching practices to approach the diversity of Roma students and the reproduction of stereotypes were investigated, how these practices lead to discrimination against the Roma and how they reconstruct social differences as differences in school performance, as well as the norms for the recognition and placement of Roma students and their limitations regarding them. Qualitative features, evaluations and distinctions in the relationships and communication of Roma and non-Roma students and pedagogical interventions for problem solving. As well as the school's relations with the community and with parents and the parents' relationships with each other.
The research theoretical framework is based on the concept of Social Constructivism, of institutional racism, of discrimination and the construction of diversity in the school context. Also, on the praxeological approach, which is complemented by the concept of recognition and focuses on "how" practices are carried out by the teacher to the students. Explicit or implicit practices of recognition and differentiation subjectify the student against others and lead to the processes of construction of diversity. And they form specific social categories (race, social origin, class, gender) within which they are placed and normalized in relation to the respective norm.
The research concerns an ethnographic type multiple case study of four Primary Schools, with long-term participatory observation lasting at least 2 months on a daily basis in each school unit, in all classes and throughout the scope and duration of the school program, morning arrival, prayer, school class, break, leaving school and school events. And conducting field semi-structured interviews with all involved, teachers, Roma and non-Roma students and Roma and non-Roma parents. It is a complete example of a thorough study in depth and breadth of the entire range of functions of the Greek Primary School, morning arrival, prayer, learning process in the school classroom, break, leaving school and school events. All explicit and implicit pedagogic practices and the entire range of relationships of all factors of school life are studied in relation to dealing with the diversity of students of Romani origin.
The incompatibility – diversity of the "deficient" Roma culture with that of the dominant cultural group, the lack of education culture in the Roma value system is imprinted and the absence of an overall pedagogical culture of inclusion of the different through specific pedagogical routines that lead to the negative recognition of diversity and the construction of the minority (different) identity of Roma students and they do not contribute to the establishment of an overall culture of inclusion in the school context.
With the teacher-centered teaching model, the social differences between the students of the culturally dominant group and the minority students are reconstructed and reproduced as differences in participation in the learning process, school performance and behavior. School performance and class participation determine pedagogical and teaching practices. These concern the positive recognition towards the students of the culturally dominant group and the negative recognition towards the Roma students. Non-Roma students are placed in positions of proximity, while Roma students are placed in positions of distance from the normality norms of the school class. The norms of "on time arrival" in the lesson, of the "diligent" and "cognitively prepared", of the "learning capable" and "disciplined" student.
The relations between the students of the two social groups are characterized by constant and intense rivalry, lack of social interaction, violent conflicts, derogatory and abusive characterizations and separate groups during breaks. The demarcation deficit of Roma behavior is highlighted and the absence of a structured pedagogical design in the school culture for the inclusion of the diverse Roma student population. Teachers appear outraged and disappointed by the continuous delinquent behaviors of the Roma students, they attribute them to the imitation of delinquent practices of their family environment. They severely scold undisciplined students and impose punishments on them.
School community is not characterized by openness towards the community. Relations between the school and the parents of the culturally dominant group are good with regular communication, but are limited to information on school progress and student behavior. On the contrary, relations with the Roma parents are essentially non-existent, with minimal contacts for issues of students' delinquent behaviors and the lack of interest of the Roma parents is attributed to the lack of education culture of the Roma community.
The relations between Roma and non-Roma parents are limited to formal greetings, without further communication. The existing social division and the non-existent social relations of the two social groups are reflected. Non-Roma parents demand from the State to take drastic measures, to disperse Roma students to more schools and to reduce their number per school unit.
Through the applied negative practices of differentiation against Roma, school reproduces discrimination and stereotypes, subjectivizes students in positions of distance from the norms of normality and leads to the construction of a minority (different) identity for students of Roma origin.
Based on the ethnographic research data, a Grounded Theory Model was constructed and proposed, which captures and interprets the process of dealing with the diversity of Roma students in the school context.
Keywords: Roma students, diversity, practices, recognition norms, praxeology, minority (different) identity.
Keywords:
Roma students, diversity, practices, recognition norms, praxeology, minority (different) identity
