The construction of muslim minority in the majority educators' speech in Thrace (Master thesis)
Παπανικολάου, Μαρία/ Papanikolaou, Maria
The purpose of this study is to analyze the construction of multiculturalism and identity in the discourse of kindergarten teachers and primary school teachers of the majority in relation to the Muslim minority in Thrace. The test material was the result of interviews conducted and was about education in Thrace and especially in the Prefecture of Rodopi. The work touches on sensitive social and ideological issues concerning the national identities of the Thracian population in order to create a better social world. Moreover, the work aims to contribute to reducing the reproduction of social inequalities and the creation of children with a lack of critical and creative thinking. The sense of threat creates the inability of people to accept social beings who are not like them, creating fear, anger and hostility. According to Tajfel, the theory of social identity shows how stereotypes and prejudices serve to elevate the group to which we belong, and to reduce the group of others. The first part analyzes theoretical approaches to prejudices and stereotypes, namely those appearing in school. Analyzes the theory of social identity and self-categorization theory and the way identities are approached in discourse analysis. Subsequently, it develops the case of Thrace including the Muslim minority. More specifically, the history of the minority and the policy followed by the Greek State towards the minority. It analyzes nationalism and racism, in particular, it illustrates the connection between racism and nationalism in the case of Thrace. The theoretical part concludes with a description of minority education. In the experimental part, it presents part of the analysis of the qualitative research conducted, and the data is analyzed based on the principles of discourse analysis. The main findings arising from the approach of the survey data was that most minority children are ‘constructed’ to teachers discourse not knowing the Greek language and thereby the relations between the two groups are affected. In the few cases that education characterized in Thrace as a challenge, teachers took the opportunity to manage the stakes of their professional identity, because teachers must be seen as sufficient and worthy, and that, despite the inadequate education and training, they live up to their duties and are not responsible for any future failures of school children of the minority. A characteristic point in the findings is the way participants categorize the Muslim minority in their discourse, and plays a key role in promoting either the multicultural approach, or the approach of "color-blindness". The research aims to contribute to the discussion of different forms of acculturation and how it relates to the different training methods. It focuses on ideological premises from which teachers motivate interpretative repertoires, with the hope that it will contribute to educational planning.
|Institution and School/Department of submitter:||Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία|
|Keywords:||Πολυπολιτισμικότητα,Ταυτότητες,Ανάλυση λόγου,Εκπαίδευση,Μειονότητα της Θράκης,Multiculturalism,Identities,Discourse analysis,Education,Minority of Thrace|
|Appears in Collections:||Π.Μ.Σ. "ΚΑΙΝΟΤΟΜΕΣ ΠΑΙΔΑΓΩΓΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΣΕ ΠΟΛΥΠΟΛΙΤΙΣΜΙΚΑ ΕΚΠΑΙΔΕΥΤΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ"|
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