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Title: PA.SO.K. 1974-1985 : the transformations of political discourse
Author: Presvelou, Ourania
Awarding Body: Institute of Education (University of London)
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1993
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This Thesis is a study of the phenomenon of PA.SO.K. - a political movement - which managed through a discourse without concrete class connotation to become hegemonic within a period of seven years from its founding in 1974 and to maintain hegemony in 1985. Employing the concept of articulatory -hegemonic practices an attempt is made to analyse, pinpoint and understand the transformations of PA.SO.K.'s discourse during the two periods 1974-1981 and 1981-85, when conventionally we close the discourse, emphasising the changes in the meaning of its component elements, their relations to the elements of the other discourses within the conjuncture and the transforming articulations between them. It is argued that the intelligibility of the discourse is revealed by the exhaustive mapping of the emergence of the interrelations of its key elements; that the continuous construction of the discourse has been found in a reciprocal relation to the events of the conjuncture and the opposed articulatory practices of the other Parties; and each element has acquired its meaning both by its opposition to one or more antithetical concepts and its position within the concrete discourse. It is also argued that gaining hegemony in 1981, as much as its maintainance with small loss in 1985, was the result of the degree of coherence of PA.SO.K.'s discourse in combination with the weakness of the practices of the other Parties. Within this framework of analysis the State and Education are examined as elements of a concrete discourse. Their identities are a correlation of this articulation and the relation between them, far from being a determined one, is the consequence of the articulatory-hegemonic practices within the conjuncture. It is argued that in and through PA.SO.K.'s articulatory practices the degree of socialization of education became greater and, consequently, so did its autonomy from the other branches of the state, compared with that it had acquired in the 1974-81 period within New Democracy's discourse.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Humanities and Social Sciences