Literaturnachweis - Detailanzeige
| Autor/in | Voskou, Angeliki |
|---|---|
| Titel | Students' Identity Development in Greek Supplementary Schools in England from 1950s to 2010s |
| Quelle | In: Paedagogica Historica: International Journal of the History of Education, 59 (2023) 1, S.171-190 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0030-9230 |
| DOI | 10.1080/00309230.2022.2123246 |
| Schlagwörter | Foreign Countries; Supplementary Education; Self Concept; Educational History; Cultural Influences; Social Change; Socialization; Ethnicity; Migrants; Migration; Educational Practices; Greece; United Kingdom (England) |
| Abstract | This paper aims to examine how students in Greek supplementary schools in England develop their identities within a period of structural and inter-generational change in the Greek community due to the recent migration waves from Greece and Cyprus to the UK. This is undertaken with a review of sociological theories and studies around identity construction, complemented by data drawn from the quantitative and qualitative phases of the research, under the prism of critical realism philosophy. The paper examines and discusses how archetypal notions of culture and ethnicity influence pedagogic practices and students' identity development. The findings call for a revisiting of policies, curricula and pedagogical practices in Greek supplementary education, in order to allow students to negotiate their identities within a period of extensive migration waves and a constantly changing context. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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