Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790380
Title: Education in the midst of Greece's socio-economic crisis : is there room for new stories, another way of thinking and a notion of hope?
Author: Chalari, M.
ISNI:       0000 0004 8497 7504
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
The current social and economic situation in Greece has contributed to the generation of an increasingly complex society, uncertainty among Greek people, and a sense of the unpredictability of the future. However, it has also revealed new tendencies and possibilities in society. We may succeed in becoming aware of these new tendencies and possibilities if we manage to sidestep the negative implications of the crisis, and try to find room for new stories, another way of thinking, and a notion of hope. It can be argued that the education system is well placed to offer both this new way of thinking and a notion of hope. Despite the vast number of studies that focus on the current crisis in Greece, little is known about the role of teachers and education in addressing some of the devastating consequences of the socio-economic crisis in Greece. My thesis, based on a series of qualitative interviews conducted in October 2014, gives sixteen teachers the opportunity to reflect on their experiences of the impact of the crisis on Greek society and education, and the possibilities for the future. My study concentrates on understanding what is happening now: How did Greek society get to this place? Where does it seem to be going? What might Greek people want to do about this? What role should education play in preparing young people for such a social, cultural and economic transition? What is education and what is its purpose? My study also explores ways through which we can build on the strengths of the present education system in order to create a system better suited to facing the current major societal changes and challenging circumstances. Thus, it goes beyond the limits of an empirical analytic study to explore how things might be different. In doing so, the thesis rejects a stance of despair and instead seeks to articulate a possibility of hope. In periods of great transition, threat and possibility, all of which affect the lives of young people, education systems must develop robust and urgent responses, and prepare students to think more critically and creatively about the future. Through my study, I attempt to convey a positive message, to help educators understand the issues of teaching and learning and the purpose of education itself, and to encourage the generation of practical and hopeful strategies for an alternative and better future.
Supervisor: Ball, Stephen Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790380  DOI: Not available
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