State school teachers and shadow education in the greek migrant society: (Doctoral thesis)

Μανάφη, Αγγελική Μαγδαληνή/ Manafi, Angeliki Magdalini

The present thesis focuses on the involvement of public teachers in shadow education, a phenomenon that has taken huge dimensions in our country and creates conditions of inequalities in educational opportunities. Shadow education covers the inadequacies of public education, while at the same time it is an economic activity with multiple parameters and impacts at a social and economic level. Public teachers are important actors in this phenomenon and constitute the population under investigation in this paper. The research questions of the paper are as follows: 1. How do public teachers conceptualize the choice of participating in shadow education in connection with their position and work in public schools? 2. What subjective theories do teachers express about schooling in the migrant society? 3. How do teachers approach humanitarian values in relation to the migration/refugee issue? The empirical data was collected by the distribution of an e-questionnaire and the analysis of the empirical material collected (N=465) was conducted by applying Latent Class Analysis. This statistical method allows the quantification of qualitative data, in order to identify the different profiles of the participants based on the similarities of their responses. The analysis eventually indicated four different profiles of public teachers regarding their direct or indirect involvement or not in parallel education ("The detached", "The tolerant", "The depoliticized" and "The politicized"). Through the comparative study of the four profiles, the research reached the key conclusion that the feeling of lack of professional recognition and the sense of work frustration are factors that lead individuals to personalized, anomic solutions to their impasses, while they consciously or unconsciously react to their marginalization by ignoring structural social inequalities. This dissertation reveals that anomic choices, or even the fueling of the phenomenon of parallel education by most teachers, co-occur with their tendency to separate students and generally people with different cultural backgrounds. This is interpreted as the inability of these individuals to practically adopt a more solidarity-driven stance, that is, as a deficit in political education and intercultural competence, which prevents these teachers from understanding that refugees/immigrants (students) are their social allies and that, through effective intercultural communication, they can both be heard and collaborate towards a more just society.
Alternative title / Subtitle: ανθρωπιστικές αξίες και πολιτική συνείδηση απέναντι στο μεταναστευτικό ζήτημα
humanistic values and political consciousness towards the migrant issue
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Κλασικών και Ανθρωπιστικών Σπουδών. Τμήμα Γλώσσας, Φιλολογίας και Πολιτισμού Παρευξείνιων Χωρών
Subject classification: Tutors and tutoring--Greece
Keywords: Παράλληλη παιδεία,Πολιτική συνείδηση,Ανθρωπιστικές αξίες,Μεταναστευτικό,Διαπολιτισμικότητα,Shadow education,Political consciousness,Humanistic values,Immigration,Interculturality
URI: https://repo.lib.duth.gr/jspui/handle/123456789/20013
http://dx.doi.org/10.26257/heal.duth.18702
Appears in Collections:ΓΛΩΣΣΑΣ, ΦΙΛΟΛΟΓΙΑΣ & ΠΟΛΙΤΙΣΜΟΥ ΠΑΡΕΥΞΕΙΝΙΩΝ ΧΩΡΩΝ

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http://dx.doi.org/10.26257/heal.duth.18702
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