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Popular Education as a tool for democratising and decolonising participatory performing arts training in Merseyside, UK
Full text linkThis paper was initially given in presentation form. It is a narrative account of Collective Encounters’ emergent practice in the field of popular education using embodied creative methodologies. It examines the development of the ‘Radical Makers’ training programme, which is geographically located in the North West of England, and places it in the context of a discriminatory Arts and Culture Sector. The practice of embodied popular education is not common in the UK, and this paper examines how Collective Encounters link it to their theory of social change. Finally, it addresses what has been learned in the course of delivering the programme. The paper incorporates topics that were discussed in the questions that followed the presentation in order to present a full picture of the proceedings
Lifelong educations and teachers: theories and practices of school counselors
No full textLifelong learning and education reflect the current political and economic conditions and the consequent rapid changes that they bring to the personal, professional and social life of people, requiring constant updating of information, knowledge and skills. The purpose of the dissertation was to explore the educational philosophy that establishes educational theory and guides the practice of Primary School Counselors as adult educators. The various philosophical currents of adult education have attempted to answer how to teach adults and how education functions as a social and state practice overall. Through this perspective, we studied the views of School Counselors, as a set of educational theories, beliefs, perceptions, ideologies and worldviews, which they themselves explicitly state that they adopt in their practice, but also apply intentionally to the decisions and initiatives of actions that they undertake daily during the exercise of their institutionally determined task of training and counseling the teachers of Primary Education. The research was conducted with a mixed methodological approach while for the analysis and interpretation of its findings the critical-interpretive perspective was adopted. Quantitative data were collected with the Philosophies of Adult Education Inventory from the total population of School Counselors, with a very high response rate: 72.46% (N = 179). The quality material was drawn from in-depth semi-structured interviews selected by deliberate sampling of theoretical construction with the criterion of the preferences identified in the questionnaire. The findings highlighted progressiveness as a dominant philosophical preference, followed by behaviorism, radicalism, liberalism, and humanism. The combinations of School Counselors' preferences tend to be organized in two trends: one conservative and teacher-centered and one progressive and student-centered. In addition, it emerged that their views are selective and often inconsistent with their practices, while statistically significant differences were found between the independent variables: studies, education, and teaching experience. At the same time, the elaboration and analysis of our material led to interesting conclusions regarding the processes of shaping the education/ training, but also the wider professional formation of the School Counselors.Η διαβίου εκπαίδευση και μάθηση συνιστά έκφραση των σύγχρονων πολιτικοοικονομικών συνθηκών και των επακόλουθων ραγδαίων αλλαγών, που αυτές επιφέρουν στην προσωπική, επαγγελματική και κοινωνική ζωή των ανθρώπων επιτάσσοντας διαρκή επικαιροποίηση πληροφόρησης, γνώσης και δεξιοτήτων. Σκοπός της διατριβής ήταν να διερευνήσει την εκπαιδευτική φιλοσοφία που θεμελιώνει την εκπαιδευτική θεωρία και καθοδηγεί την πρακτική των Σχολικών Συμβούλων Δημοτικής Εκπαίδευσης, ως εκπαιδευτών ενηλίκων. Τα διάφορα φιλοσοφικά ρεύματα εκπαίδευσης ενηλίκων έχουν επιχειρήσει να απαντήσουν πέρα από το τι και το πώς να διδάξει κανείς ενήλικους, στο γιατί της εκπαίδευσης ως μίας κοινωνικής και κρατικής πρακτικής στο σύνολό της. Μέσα από αυτό πρίσμα, μελετήσαμε τις θεωρήσεις των Σχολικών Συμβούλων, ως ένα σύνολο εκπαιδευτικών θεωριών, πεποιθήσεων, αντιλήψεων, ιδεολογιών και κοσμοαντιλήψεων, που οι ίδιοι ρητά δηλώνουν ότι υιοθετούν στην πρακτική τους, αλλά και εφαρμόζουν εμπρόθετα στις αποφάσεις και τις πρωτοβουλίες δράσεων που καθημερινά αναλαμβάνουν, κατά την άσκηση του θεσμικά προσδιορισμένου, επιμορφωτικού και συμβουλευτικού τους έργου στους δασκάλους της Δημοτικής Εκπαίδευσης. Η έρευνα υλοποιήθηκε με μικτή μεθοδολογική προσέγγιση ενώ για την ανάλυση και ερμηνεία των ευρημάτων της υιοθετήθηκε η κριτική-ερμηνευτική οπτική. Τα ποσοτικά δεδομένα συλλέχθηκαν με το Philosophies of Adult Education Inventory από το σύνολο του πληθυσμού των Σχολικών Συμβούλων, με πολύ υψηλό ποσοστό ανταπόκρισης: 72,46% (Ν=179). Το ποιοτικό υλικό αντλήθηκε από ημιδομημένες σε βάθος συνεντεύξεις που επιλέχθηκαν με σκόπιμη δειγματοληψία θεωρητικής κατασκευής με κριτήριο την αντιπροσώπευση των προτιμήσεων που διαπιστώθηκαν στο ερωτηματολόγιο. Τα ευρήματα ανέδειξαν ως κυρίαρχη φιλοσοφική προτίμηση τον προοδευτισμό και ακολούθως τον συμπεριφορισμό, τον ριζοσπαστισμό, τον φιλελευθερισμό και τον ανθρωπισμό. Οι συνδυασμοί των προτιμήσεων των Σχολικών Συμβούλων τείνουν να οργανώνονται σε δύο τάσεις: μία συντηρητική και δασκαλοκεντρική και μία προοδευτική και μαθητοκεντρική. Επιπρόσθετα, προέκυψε ότι οι θεωρήσεις τους είναι εκλεκτικές και συχνά σε αναντιστοιχία με τις ακολουθούμενες πρακτικές τους, ενώ στατιστικά σημαντικές διαφορές διαπιστώθηκαν μεταξύ των ανεξάρτητων μεταβλητών: σπουδές, εκπαίδευση-επιμόρφωση, διδακτική εμπειρία. Παράλληλα, η επεξεργασία και ανάλυση του υλικού μας οδήγησε σε ενδιαφέροντα συμπεράσματα αναφορικά με τις διαδικασίες διαμόρφωσης της εκπαιδευτικής/επιμορφωτικής, αλλά και της ευρύτερης επαγγελματικής συγκρότησης των Σχολικών Συμβούλων
Teachers’ education and training in the field of the 4th industrial revolution
Full text linkΣκοπός της παρούσας έρευνας είναι η διερεύνηση των αντιλήψεων εκπαιδευτικών της Δευτεροβάθμιας Εκπαίδευσης (Δ.Ε.) της Περιφέρειας Δυτικής Ελλάδας για την επιμόρφωση και κατάρτιση υπό το πρίσμα της 4ης βιομηχανικής επανάστασης. Η έρευνα υλοποιήθηκε με ποσοτική μεθοδολογία και τη χορήγηση ερωτηματολογίου στο οποίο ανταποκρίθηκαν 422 εκπαιδευτικοί. Τα αποτελέσματα της έρευνας καταδεικνύουν ότι η ενημέρωση των εκπαιδευτικών Δ.Ε. του δείγματος για την 4η βιομηχανική επανάσταση κινείται σε χαμηλά επίπεδα, αν και οι ίδιοι θεωρούν ότι η επιμόρφωση τους σε αντίστοιχα θέματα είναι σημαντική για τη δουλειά τους και πιστεύουν ότι καλύτερος φορέας οργάνωσης επιμορφωτικών σεμιναρίων είναι το Πανεπιστήμιο. Επίσης, υποστηρίζουν ότι η επιμόρφωση θα πρέπει να έχει προαιρετικό χαρακτήρα, να είναι εξάμηνης διάρκειας και να υλοποιείται με τη μεικτή μέθοδο (σύγχρονες - ασύγχρονες δράσεις με περιορισμένο αριθμό δια ζώσης συνεδριών). Κύρια θεματολογία της επιμόρφωσης θα πρέπει να είναι οι νέες τεχνολογίες και η χρήση τους στην εκπαίδευση. Τέλος, διαπιστώνεται θετική συσχέτιση των δημογραφικών χαρακτηριστικών του δείγματος με τις αντιλήψεις τους για την 4η βιομηχανική επανάσταση και τις επιμορφωτικές τους ανάγκες.The purpose of this research is to investigate the perceptions of Secondary Education teachers in the Region of Western Greece of training in the light of the 4th industrial revolution. The research data were collected from 422 teachers with the quantitative method and the use of a questionnaire. The results of the research show that the secondary education teachers of the sample have low level of knowledge about the 4th industrial revolution, whereas they consider that training on issues related to the field of the 4th industrial revolution is important for their work. The university is considered to be the best institution for organizing training seminars. Also, teachers think that training should be optional, should last six months and should be implemented with the use of blended learning method (synchronous - asynchronous actions with a limited number of face-to-face sessions). The main training topics should be the new technologies and their use in education. Finally, there is a positive correlation between the demographic characteristics of the sample and the teachers' perceptions of the 4th industrial revolution and their training needs
BROOKFIELD AND MEZIROW ON CRITICAL REFLECTION: EMPOWERING ONESELF, TRANSFORMING SOCIETY
Full text linkThe goal of (critical) adult education is to emancipate people, to make them reflect, realize what oppresses them and take transformative action towards a more just and democratic world. In practice, it leads to the acquisition of knowledge / skills, and it is often commodified by awarding certificates / degrees adapting to the demands of the labor market. Mezirow's transformative theory has influenced the field, educators, and researchers as well. Critical reflection constitutes a necessary condition for transformative learning, a term often found in adult and higher education and considered a critical aspect of personal, educational, and professional development. This paper aspires to explain the shift of adult education to the labor market by employing Foucault’s theory and to compare the way two scholars, Mezirow and Brookfield, perceive the concepts of critical reflection and transformation and the prospects they accordingly appoint to the processes in relation to an emancipatory adult education. We conclude that Mezirow’s perspective focuses more on the individual, pursues self-realization and progressive change of society. For Brookfield, education goes hand in hand with politics. His view is critical/radical and aims at profound and drastic social change where collective action is essential. Article visualizations
EVALUATING UNIVERSITY PEDAGOGY: TEACHER AND STUDENT PERSPECTIVES
Full text linkThe purpose of the paper is to investigate the field of University Pedagogy and specifically the teaching characteristics and practices adopted in the postgraduate programs of the Alexander Technological Educational Institution (TEI) of Thessaloniki (now International Hellenic University). To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the teachers of the institution. The data collection methods were: 7 semi-structured interviews with the teaching staff and student questionnaires (n=98). Results show that a lot of the features of teaching are in line with the principles of student-centered and adult learning. Students appear to be satisfied with the teaching and the overall learning experience. They state that the climate is positive, the teachers friendly and accessible. However, despite the use of many teaching techniques (discussion, brainstorming, working in groups), the results show that enriched presentation remains the technique most frequently used. Finally, a significant correlation was found between students' academic background (major) and the way they perceive teaching (teacher-centered or student-centered). Article visualizations
Popular Education as a tool for democratising and decolonising participatory performing arts training in Merseyside, UK
Full text linkThis paper was initially given in presentation form. It is a narrative account of Collective Encounters’ emergent practice in the field of popular education using embodied creative methodologies. It examines the development of the ‘Radical Makers’ training programme, which is geographically located in the North West of England, and places it in the context of a discriminatory Arts and Culture Sector. The practice of embodied popular education is not common in the UK, and this paper examines how Collective Encounters link it to their theory of social change. Finally, it addresses what has been learned in the course of delivering the programme. The paper incorporates topics that were discussed in the questions that followed the presentation in order to present a full picture of the proceedings
Teaching in Higher Education: Theories, Realities and Future Controversies
Full text linkThe purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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