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dc.creatorNoula I., Govaris C.en
dc.date.accessioned2023-01-31T09:40:27Z
dc.date.available2023-01-31T09:40:27Z
dc.date.issued2018
dc.identifier10.1080/00071005.2017.1314446
dc.identifier.issn00071005
dc.identifier.urihttp://hdl.handle.net/11615/77257
dc.description.abstractIn this article, we present insights from an ethnographic research that investigated the concept of citizenship in primary schools in Greece. We explored children’s experiences of citizenship in school approaching citizenship as a set of habits that prescribe what is considered ‘legitimate’ in the public sphere. We focused on structures and agents inside and outside the school classroom and the way they may interfere with pedagogical practices and relationships. This work reveals a vicious circle of asymmetrical relationships and hierarchical structures between the society and the school that entrap teachers in assessment-oriented pedagogical practices. We argue that the emergent loyalty of the educational system to traditional pedagogical approaches premised on competition fosters pupils’ incomprehension of the importance of social solidarity. It also contributes to their withdrawal from the public sphere, undermining the transformative potential of education. With the use of a diverse sample, we highlight the shortcomings of the integrated curriculum introduced in 2001, in successfully promoting critical thinking and participatory learner-centred pedagogy, and we discuss the implications for the transformative potential of education arising from the adherence to the implementation of European education policy that is discerned in the text of the newly introduced Curriculum of the ‘New School’. © 2017 Society for Educational Studies.en
dc.language.isoenen
dc.sourceBritish Journal of Educational Studiesen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85017119900&doi=10.1080%2f00071005.2017.1314446&partnerID=40&md5=e93682256e08d4a0ec744993efbc7665
dc.subjectRoutledgeen
dc.titleNeoliberalism and Pedagogical Practices of Alienation: A Case Study Research on the Integrated Curriculum in Greek Primary Educationen
dc.typejournalArticleen


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