114 research outputs found

    Intercultural Citizenship Education in Greece: Us and Them

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    The multidimensional crisis in Greece has influenced relations between the native population and the large number of ethnic, national, cultural and religious minorities currently residing in the country. Poverty, intolerance and an increase in political extremism contribute to a grim illustration of the position of minority groups in Greece. Convinced there is a role for education in responding to this social fragmentation, and in actively supporting the development of intercultural understanding, this paper evaluates the Greek State’s approach to, understanding of, and expectations in reference to overcoming divisions in society. Focusing particularly on the role of education in the development of students’ intercultural citizenship and identity, the study analysed four key documents outlining official strategies for the inclusion of minorities and the programme designed for Citizenship education. Our analysis suggests that although attempts have and are being made to improve intercultural communication, underlying these attempts is the problematic understanding underpinning Greek identity, which suggests Greece is an ethnically homogenous, mono-cultural society. The distinction between ‘Us’ and ‘Them’ which is integrated into Citizenship and intercultural education programmes could act as a counter-force to tolerance, preventing the attainment of the objectives set out in these programmes

    Pedagogical leadership: A comparative study from England, Greece and Sweden

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    Current international research addresses the complexities, challenges and barriers that impact formal accountable leadership in the field of Early Childhood Education and Care (ECEC) as well as its conceptualisations (e.g. Nicholson and Maniates 2016, Caroll-Lind et al 2016, Nicholson et al 2020). For example, a literature review of English ECEC found that there is a distinction between organisational leadership and pedagogical leadership (Pascal et al 2020). Pedagogical leaders are the ones who might not have any organisational responsibilities but lead the direct interactions between children and adults and the educational elements that constitute the pedagogy. They also highlight that in England there is no clear route to a leadership qualification for staff in ECEC

    Deep optical study of the mixed-morphology supernova remnant G 132.7+1.3 (HB3)

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    We present optical CCD images of the large supernova remnant (SNR) G 132.7+1.3 (HB3) covering its full extent for the first time, in the emission lines of Hα +[N II], [S II], and [O III], where new and known filamentary and diffuse structures are detected. These observations are supplemented by new low-resolution long-slit spectra and higher resolution images in the same emission lines. Both the flux-calibrated images and spectra confirm that the optical emission originates from shock-heated gas since the [S II]/Hα > 0.4. Our findings are also consistent with the recently developed emission-line ratio diagnostics for distinguishing SNRs from H II regions. A multiwavelength comparison among our optical data and relevant observations in radio, X-rays, gamma-rays and CO bands, provided additional evidence on the interaction of HB3 with the surrounding clouds and clarified the borders of the SNR and the adjacent cloud. We discuss the supernova (SN) properties and evolution that led to the current observables of HB3 and we show that the remnant has most likely passed at the pressure driven snowplow phase. The estimated SN energy was found to be (3.7 ± 1.5) × 1051 erg and the current SNR age (5.1 ± 2.1) × 104 yr. We present an alternative scenario according to which the SNR evolved in the wind bubble cavity excavated by the progenitor star and currently is interacting with its density walls. We show that the overall mixed morphology properties of HB3 can be explained if the SN resulted by a Wolf−Rayet progenitor star with mass ∌34 M⊙⁠

    An ecological exploration of the Internet of Toys in early childhood everyday life

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    Throughout this chapter, the focus is on the importance of children’s agency in their use of Internet of Toys (IoToys). We think about children’s capabilities as part of digitally mediated eco-communities. Informed by the socio-ecological model, children’s, practitioners’ and parents’ dispositions helped contextualise the factors that shape children’s use of IoToys. We provide the following key messages throughout the chapter: 1.A discussion of passivity or empowerment as part of children’s digital lives with IoToys, in line with Craft’s (2013) work. 2.A reanalysis of perceptions of childhood in the digital age, linking to the sociological models of childhood and the role of children as competent and agentic. 3.An account of socio-ecological influences on digital lives, likened to Rogoff’s (2008) three planes relating to individual, interpersonal and community alongside a discussion of how the interpersonal plane can be reimagined to include interactions between child and machine. 4.A note of caution against the passive child agenda and recurrent moral panic

    Digital Literacy and young children: towards better understandings of the benefits and challenges of digital technologies in homes and early years settings

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    This policy brief is based on an extensive body of research across Europe and elsewhere conducted by leading researchers in the field across more than 30 countries. We have studied the use of digital technologies by children under 8 years old in a variety of settings using an extensive range of research methods
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