Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485512
Title: 'Responding to diversity' education policies: a case of a Greek primary school
Author: Georgios, Paschalidis
ISNI:       0000 0001 3494 864X
Awarding Body: University of Newcastle upon Tyne
Current Institution: University of Newcastle upon Tyne
Date of Award: 2008
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Abstract:
This study attempts to construct a 'local theory of educational change' in order to address how change proceeds from one 'organizational figure' to another and from policy design to the experienced organizational realities regarding school responses to pupil diversity. The main research questions are; why schools find it so difficult to respond to pupil diversity and, why the gap between schools' designed 'responding to diversity' policies and their experienced organizational realities is so great. At the core of this thesis is a study of a Greek primary school, which has developed different organizational models responding to a wide range ofpupil diversity over a period oftwenty (20) years: The methodology used was ethnography, which with a synthesis of case studies analyzed the school's organizational development through the 'history' of an organization, the 'history' of the related national educational framework, the 'history' of a group of professionals, and, the 'history' ofthe school during the fieldwork. The thesis argues that policies which attempt to address diversity within mainstream educational contexts 'unfold' through a two-level process; the design of an idealized model, and, the emergence of its empirical organizational figure. However, the coexistence of antagonistic language forces, the fluidity of the network of relations, and the. technical-educational dilemmas inherent within the nature of discourses which attempt to address diversity within mainstream educational contexts make policy-design and making disjointed, discontinuous, and unending processes. Taking into account the above implications, schools could establish a framework that could be helpful to teachers to clarify the school's conceptual framework, to synthesize their personal theories, to reflect collectively on their experienced technical-educational dilemmas, to describe power strategies, and finally, to transform themselves into dynamic agents of change.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.485512  DOI: Not available
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