Sociology of the School and the Classroom

Course Information
TitleΚοινωνιολογία του σχολείου και της τάξης / Sociology of the School and the Classroom
CodeΠΕΠΣ302
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorAntigoni Sarakinioti
CommonNo
StatusActive
Course ID600018131

Programme of Study: Paidagōgikī Epistīmī: Eidikī Agōgī, Paidagōgikī tou Scholeíou, Synechizómenī Ekpaídeusī

Registered students: 15
OrientationAttendance TypeSemesterYearECTS
School EducationCompulsory Course117.5

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Class ID
600148487
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in an international context
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Educational Material Types
  • Slide presentations
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures200.8
Reading Assigment803.2
Written assigments803.2
Other / Others80.3
Total1887.5
Student Assessment
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
Bibliography
Additional bibliography for study
Ενότητα 1η 07/11/2019 Εισαγωγική ενότητα Κείμενο αναφοράς: Κουλαϊδής, Β. & Τσατσαρώνη, Α. (επιμ.) (2010) Παιδαγωγικές Πρακτικές. ΄Ερευνα και εκπαιδευτική πολιτική, Αθήνα: Μεταίχμιο. Βασικές βιβλιογραφικές πηγές: Λάμνιας, Κ. (2001). Κοινωνιολογική Θεωρία και Εκπαίδευση. Διακριτές προσεγγίσεις. Αθήνα: Μεταίχμιο. Whitty, G. (2007). Κοινωνιολογία και σχολική γνώση. Θεσσαλονίκη: Επίκεντρο. Blackledge, D. & Hunt, B. (1995). Κοινωνιολογία της Εκπαίδευσης. Αθήνα: Έκφραση. Gewirtz, S. & Gribb, A. (2011). Κατανοώντας την εκπαίδευση. Μια Κοινωνιολογική Θεώρηση. Αθήνα: Μεταίχμιο. Ενότητα 2η 07/11/2019 Εκπαίδευση και Κοινωνική Τάξη: Μορφές Κεφαλαίου Κείμενο αναφοράς: Bourdieu, P. (1997) The Forms of Capital, in A.H. Halsey, H. Lauder, Ph. Brown and A. S. Wells (eds) Education, Culture, Economy and Society, Oxford, U.K., Oxford University Press (46-58). Reprinted in S. J. Ball (ed) The RoutledgeFalmer Reader in Sociology of Education, London, RoutledgeFalmer (pp. 15-29). Βασικές βιβλιογραφικές πηγές: Scott J. (2007) Fifty Key Sociologists. The contemporary theorists (Bourdieu), London, Routledge. Loic J. D. Wacquant ‘Towards a Reflexive Sociology: A Workshop with Pierre Bourdieu’ Sociological Theory, 7, 1, 1989, pp.26-63. British Journal of Sociology of Education: Special Issue: Pierre Bourdieu’s Sociology of Education: The theory of Practice and the Practice of Theory, 25(4), 2004 Moore, A. (2006) Curriculum as culture: entitlement, bias and the Bourdieusean arbitrary, in A. Moore (ed) Schooling, Society and Curriculum, London, Routledge (ch6, pp. 87-99) Hardy I & Lingard B. (2008) Teacher professional development as an effect of policy and practice: a Bourdieuian analysis, Journal of Education Policy, 23(1), 63-80 Mills C. & Gale T. (2007) Researching social inequalities: Towards a Bourdieuian methodology, International J of qualitative Studies in Education, 20(4), 433-447. Grenfell, M. (ed) (2008) Pierre Bourdieu. Key concepts, Stocksfield, U.K.: Acumen Hilgers M. & Mangez, E. (2015). Bourdieu’s Theory of Social Fields. Concepts and applications. Routledge. 33999 Bourdieu P. & Passeron, J.-Cl. (1996). Οι κληρονόμοι. Οι φοιτητές και η κουλτούρα, Αθήνα, Καρδαμίτσα. Bourdieu P. & Passeron, J.-Cl. (1970/2014) Η αναπαραγωγή. Στοιχεία για μια θεωρία του εκπαιδευτικού συστήματος. Αθήνα, Αλεξάνδρεια. Λαμπίρη-Δημάκη, Ι. & Παναγιωτόπουλος, Ν. (Επιμ.). (1994). Pierre Bourdieu. Κοινωνιολογία της Παιδείας. Αθήνα: Καρδαμίτσα-Δελφίνι. Περιοδικό Κοινωνικές Επιστήμες (2014), Μικρόκοσμοι. Θεωρία του πεδίου, Διπλό τεύχος 4-5. Πιερ Μπουρντιέ (1966/1985). Το συντηρητικό σχολείο: Οι ανισότητες στην εκπαίδευση και την παιδεία, στο Α. Φραγκουδάκη, Κοινωνιολογία της Εκπαίδευσης, Αθήνα Παπαζήση, (357-391). Ενότητα 3η 21/11/2019 Η Κοινωνιολογία της γνώσης και η θεωρία του Basil Bernstein στο επιστημονικό πεδίο της κοινωνιολογίας της εκπαίδευσης Κείμενα αναφοράς: Bernstein, B (1991). Παιδαγωγικοί κώδικες και κοινωνικός έλεγχος. Εισαγωγή (μεταφρ Ι. Σολομών), Αθήνα: Αλεξάνδρεια. Moore, R. (2013). Basil Bernstein. The thinker and the field. Oxon: Routledge. Βασικές βιβλιογραφικές πηγές: Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. Theory, Research Critique, New York, Rowman and Littlefield Publishers (pp. xv-xxvi) Bernstein, B. (1990) Class, Codes and Control, Volume IV. The structuring of Pedagogic Discourse, London, Routledge (ch 4: Education, symbolic control and social practices). Moore, R. (2004) Education and Society. Issues and explanations in the sociology of education, Cambridge, U.K., Polity. Singh, P. (2013) Review Essay. Unlocking pedagogic mazes. Discourse: Studies in the cultural politics of Education. http://dx.doi.org/10.1080/01596306.2013.838833. Ball, S. J. (2004) The Sociology of Education: a disputational account, in S. J. Ball (ed) The RoutledgeFalmer Reader in Sociology of Education, London, RoutledgeFalmer (pp. 1-12) Scott J. (2007) Fifty Key Sociologists. The contemporary theorists (Bernstein), London, Routledge Ενότητα 4η 28/11/2019 Ο «παιδαγωγικός μηχανισμός» (pedagogic device) και η εκπαιδευτική γνώση Κείμενα αναφοράς: Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. Theory, Research Critique, New York, Rowman and Littlefield Publishers (Ch. 2, pp. 25-39) Σολομών, Ι. (1997) Η Ανάλυση των εκπαιδευτικών πρακτικών ως κοινωνιολογικό αντικείμενο: θεωρητικές αρχές και προϋποθέσεις, στο Θ. Μυλωνάς (επιμ. εισαγωγή) Κοινωνιολογία της ελληνικής εκπαίδευσης. Απολογισμός, νέες έρευνες, προοπτικές. Πρακτικά Α’ Πανελληνίου Συνεδρίου της Κοινωνιολογίας της Ελληνικής Εκπαίδευσης, Πάτρα: Αχαϊκές Εκδόσεις Βασικές βιβλιογραφικές πηγές: Bernstein, B. (2001). Symbolic control: Issues of empirical description of agencies and agents. International Journal of Social Research Methodology, 4(1), 21-33. Singh P. (2002) Pedagogising Knowledge: Bernstein’s theory of the pedagogic device, British Journal of Sociology of Education, 23(4), pp. 571-582 Young, M. (2006) Curriculum Studies and the Problem of Knowledge; Updating the enlightenment? In Lauder, H. Brown, Ph. Dillabough, J-A & Halsey, A.H. (eds) Education, Globalization & Social Change, Oxford, U.K., Oxford University Press (pp. 734-741) Morgan, C., Tsatsaroni, A. & Lerman, S. (2002) Mathematics teachers’ positions and practices in discourses of assessment, British Journal of Sociology of Education 23(3), 445-461. Ενότητα 5η 5/12/2019 Εκπαίδευση και κοινωνική τάξη. Η εξέλιξη της θεωρίας των ορατών και αόρατων παιδαγωγικών: Μοντέλα ικανότητας και επιτέλεσης Κείμενο αναφοράς: Bernstein, B (1991) Κοινωνική τάξη και παιδαγωγικές πρακτικές, στο Bernstein, B., παιδαγωγικοί κώδικες και κοινωνικός έλεγχος (μεταφρ Ι. Σολομών), Αθήνα, Αλεξάνδρεια. Bernstein, B. (2000) Pedagogy, Symbolic Control and Identity. Theory, Research Critique, New York, Rowman and Littlefield Publishers (Ch. 3, pp. 41-63). Moore, R. (2004) Education and Society. Issues and explanations in the sociology of education, Cambridge, UK: Polity Press (κεφ. 5, The structure of pedagogic discourse) – Το ίδιο στο H Lauder, P. Brown, J-A Dillabough & A.H. Halsey (eds) (2006) Education, globalization and social change, Oxford, Oxford U Press). Βασικές βιβλιογραφικές πηγές: Bernstein, B. (1990) Class, Codes and Control, Volume IV. The structuring of Pedagogic Discourse, London, Routledge (ch 5: The social construction of pedagogic discourse). Bernstein, B. (2004) Social Class and Pedagogic Practice, in S. J. Ball (ed) The RoutledgeFalmer Reader in Sociology of Education, London, RoutledgeFalmer (pp. 196-217). ΄Η την εκδοχή Bernstein, B. (1997) Class and Pedagogies: visible and invisible, in A.H. Halsey, H. Lauder, Ph. Brown and A. S. Wells (eds) Education, Culture, Economy and Society, Oxford, U.K., Oxford University Press (59-79) Morais, A. (2002) Basil Bernstein at the Micro Level of the Classroom, British Journal of Sociology of Education, 23(4), pp. 559-569 Apple, M. (2004) Cultural Politics and the text, in S. J. Ball (ed) The RoutledgeFalmer Reader in Sociology of Education, London, RoutledgeFalmer (pp. 179-195). Young, Υ. (2006) Education, Knowledge and the role of the state: The ‘nationalization’ of educational knowledge?, in A. Moore (ed) Schooling, Society and Curriculum, London, Routledge (ch.1, pp. 19-30) Bernstein (1961). Κοινωνική τάξη και γλωσσική ανάπτυξη: Μια θεωρία της κοινωνικής μάθησης (στο Φραγκουδάκη, 1985, σ. 394-424). Bernstein (1971). Κοινωνιογλωσσολογική προσέγγιση της κοινωνικοποίησης με αναφορά στη σχολική επίδοση (στο Φραγκουδάκη, 1985, σ. 435-465). Ενότητα 6η 12/12/2019 & Ενότητα 7η 19/12/2019 Εξουσία Γνώση στη θεωρία του Foucault Κείμενο αναφοράς: Foucault. M. (2006) The Means of Correct Training, in Lauder, H. Brown, Ph. Dillabough, J-A & Halsey, A.H. (eds) Education, Globalization & Social Change, Oxford, U.K., Oxford University Press (pp. 124-137) – (ή Foucault, M. (1989) Επιτήρηση και τιμωρία, Αθήνα, Κέδρος - Ράππα (Κεφ. Γ2 σ. 227-258). M. Foucault (2011) Ιστορία της σεξουαλικότητας, τόμος 1. Η βούληση για γνώση (μέθοδος, σελ. 108-120) Βασικές βιβλιογραφικές πηγές: Scott J. (2007) Fifty Key Sociologists. The contemporary theorists (Foucault), London, Routledge. Ball, S. (2005) Education reform as social Barbericism, Scottish Educational Review, 37(1) Ball, S. (2013) Foucault, Power and Education. London, Routledge Grand, B. (1997) Disciplining students: The construction of student subjectivities, British Journal Sociology of Education 18 (1), 101-114. Tamboukou, M. (2003) Genealogy/ Ethnography: Finding the Rhythm in S.J. Ball & M. Tamboukou (eds) Dangerous Encounters. Genealogy and ethnography, New York, Peter Lang Publishing, Inc (pp.195-216). Σολομών, Ι. (1994) Πειθαρχία και Γνώση, εισαγωγικές σημειώσεις, στο: Ι. Σολομών και Γ. Κουζέλης (επιμ.) Πειθαρχία και Γνώση, Αθήνα, Ε.Μ.Ε.Α (σελ. 7-10). Σολομών, Ι. (1994) Εκπαιδευτική Δράση και κοινωνική ρύθμιση των υποκειμένων: γνώση, πειθαρχία και το πεδίο του σχολείου, στο: Ι. Σολομών και Γ. Κουζέλης (επιμ.) Πειθαρχία και Γνώση, Αθήνα, Ε.Μ.Ε.Α. (σελ. 7-10 113- 144) Howarth, D. (2008) Η έννοια του λόγου, Αθήνα, Πολύτροπον (κεφ. 3 & 4) Ενότητα 8η 9/1/2020 Παγκοσμιοποίηση/ ευρωπαϊκοποίηση: Ένα ισχυρός και σε εξέλιξη χώρος ανάπτυξης νέων μορφών διακυβέρνησης της σύγχρονης εκπαίδευσης Προτεινόμενες βιβλιογραφικές πηγές στην ενότητα: Ball, S.J. (1998). Big Policies/Small World: An introduction to international perspectives in education policy, Comparative Education. 34 (2), 119-130. Lawn, M. & Grek, S. (2012). Europeanizing Education: governing a new policy space, Symposium Books Rizvi F. & Lingard, B. (2010) Globalising Education Policy. Abington: Routledge. Ball, S. J. (1993). What is Policy? Texts, trajectories and toolboxes, Discourse, 13(2): 10-17. Ball, S. J. (1994). Education Reform. A critical and post-structural approach. Buckingham: Open University Press. Ball. S.J. (2004). Performativities and fabrications in the education economy. Towards the performative society in S.J.Ball (ed) The RoutledgeFalmer Reader in Sociology of Education. RoutledgeFalmer (Chapter 7, 143-155). Bruno, I., Jacquot, S and Mandin, L. (2006). 'Europeanization through its instrumentation: benchmarking, mainstreaming and the open method of co-ordination … toolbox or Pandora's box?', Journal of European Public Policy, 13: 4, 519 — 536. Fejes Α. & Nicoll Κ. (eds) (2008), Foucault and Lifelong learning. Governing the subject. London: Routledge. Smith W. (ed.) (2016), The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice. Symposium Books. Fenwick, T, Mangez, E. & Ozga, J. 2014. Governing knowledge. Comparison, knowledge-based technologies and expertise in the regulation of education. World Year book of education 2014, Routledge. Dale R. & Roberson S. (Eds.). (2009). Globalisation & Europeanisation in Education. Oxford: Symposium Books. Grek S. (2010) International Organisations and the shared construction of policy ‘problems’: problematisation and change in education governance in Europe, European Educational Research Journal, Vol. 9(3): 396-406. Ozga J., Dahler-Larsen P., Segerholm, C., Simola H. (2011). Fabricating Quality in Education: Data and Governance in Europe. London: Routledge. Ozga, J. (2012). Governing Knowledge: data, inspection and education policy in Europe, Globalisation, Societies and Education, 10(4): 439-455. Parlo Singh ‘Globalization and Education’ Educational Theory, 54, 1, 2004, pp.103-115. Singh, P. (2017). Pedagogic governance: theorizing with/after Bernstein. British Journal of Sociology of Education, 38(2), 144-163. Donald Gillies ‘Agile bodies: a new imperative in neoliberal governance’ Journal of Education Policy, 26, 2, 2011, pp.207-223. Traianou, A. & Jones, K. (eds) (2019). Austerity and the remaking of European education. London: Bloomsbury Academic. Τσουκαλάς, Κ. (2010). Η επινόηση της ετερότητας. «Ταυτότητα» και «διαφορές» στην εποχή της παγκοσμιοποίησης. Αθήνα: Καστανιώτης. Ζμας, Α. (2007). Παγκοσμιοποίηση και εκπαιδευτική πολιτική. Αθήνα: Μεταίχμιο Πασιάς, Κ. (2006). Ευρωπαϊκή Ένωση και εκπαίδευση- Θεσμικός λόγος και εκπαιδευτική πολιτική, Αθήνα: Gutenberg. Ενότητα 9η 16/1/2020 Νέα πρότυπα εκπαιδευτικής διακυβέρνησης και οι επιδράσεις τους στην εκπαίδευση και στον επαγγελματισμό των εκπαιδευτικών: ’Ενα πολυεπίπεδο πλαίσιο ρύθμισης των προτύπων γνώσης και ταυτοτήτων για τους νέους επαγγελματίες Προτεινόμενες βιβλιογραφικές πηγές στην ενότητα: John Beck & Michael F. D. Young ‘The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis’ British Journal of Sociology of Education, 26, 2, 2005, pp.183-197. Seddon, T. & J. Levin (eds), (2013), World Yearbook of Education 2013. Educators, Professionalism and Politics: Global Transitions, National Spaces and Professional Projects. New York: Routledge. Terri Seddon ‘Renewing Sociology of Education? Knowledge Spaces, Situated Enactments, and Sociological Practice in a World on the Move’ European Educational Research Journal 13, 1, 2014, pp.9-25. Sarakinioti, A. & Tsatsaroni, A. (2015). European education policy initiatives and teacher education curriculum reforms in Greece, Education Inquiry (EDUI), 6(3), 259-288 (28421) Sarakinioti, A. & Tsatsaroni, A. (2015). European education policy initiatives and teacher education curriculum reforms in Greece, Education Inquiry (EDUI), 6(3), 259-288 (28421) Mary Bushnell ‘Teachers in the schoolhouse panopticon: Complicity and resistance’ Education and Urban Society, 35, 3, 2003, pp.251-272. Robertson, S. & Sorensen, T. (2017) Global transformations of the state, governance and teachers’ Labour: Putting Bernstein’s conceptual grammar to work, Special Issue: International Policies Local Affects: Regenerating the Sociology of Basil Bernstein. European Educational Research Journal. Biesta, G. (2012). The future of teacher education: evidence, competence or wisdom? RoSE - Research on Steiner Education, 3(1), 821. Cochran-Smith, M. & Lytle, M. (1999). Knowledge and Practice: Teacher learning in communities. Review of research in education, 24: 249-305. Caspersen, J, Frølich, N. & Muller, J. (2017) Higher education learning outcomes-Ambiguity and change in higher education. Eur J Educ. 52: 8–19. https://doi.org/10.1111/ejed.12208 Murtonen, M., Gruber, H., Lehtinen E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22: 114-128. Ενότητα 10η & 11η 23/1/2020 και 30/1/2020 Εκπαιδευτικές ανισότητες και πολιτικές για την ένταξη/ συμπερίληψη (inclusion) Προτεινόμενες βιβλιογραφικές πηγές στην ενότητα: Sally Power and Geoff Whitty ‘Bernstein and the Middle Class’ British Journal of Sociology of Education, 23, 4, 2002, pp.595-606. Power, S. (2008) How should we respond to the continuing failure of compensatory education, ORBIS SHOLAE, vol. 2(2), 19-37. Ball, S. J. (2010). New class inequalities in education: Why education policy may be looking in the wrong place! Education policy, civil society and social class. International Journal of Sociology and Social Policy, 30(3/4), 155-166. Bathmaker, A. M. (2015). Thinking with Bourdieu: thinking after Bourdieu. Using ‘field’to consider in/equalities in the changing field of English higher education. Cambridge journal of education, 45(1), 61-80 Bathmaker, A. M., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilisation of capitals: Recognising and playing the game. British Journal of Sociology of Education, 34(5-6), 723-743. Bodin, R., & Orange, S. (2018). Access and retention in French higher education: student drop-out as a form of regulation. British Journal of Sociology of Education, 39(1), 126-143. Crozier, G., Reay, D., & Clayton, J. (2019).Working the Borderlands: working-class students constructing hybrid identities and asserting their place in higher education. British Journal of Sociology of Education, 1-17. Jin, J., & Ball, S. J. (2019). Precarious success and the conspiracy of reflexivity: questioning the ‘habitus transformation’of working-class students at elite universities. CriticalStudiesinEducation, 1-16. Reay, D. (2004). ‘It's all becoming a habitus’: Beyond the habitual use of habitus in educational research. British journal of sociology of education, 25(4), 431-444. Reay, D., Crozier, G., & Clayton, J. (2010).‘Fitting in’or ‘standing out’: Working‐class students in UK higher education.British educational research journal, 36(1), 107-124. Sianou‐Kyrgiou, E., &Tsiplakides, I. (2011). Similar performance, but different choices: social class and higher education choice in Greece. Studies in Higher Education, 36(1), 89-102. Moniarou-Papaconstantinou, V. & Tsatsaroni, A. (2012). Educational trajectories of LIS students: Continuities and transformations. Library & Information Science Research. 34: 238-246. Mills, Carmen and Gale, Trevor (2007) Researching social inequalities in education: towards a Bourdieuian methodology. International Journal of Qualitative Studies in Education, 20 (4). pp. 433-447. ISSN 0951-8398 Liza Reisel ‘Two Paths to Inequality in Educational Outcomes: Family Background and Educational Selection in the United States and Norway’ Sociology of Education 84, 4, 2011, pp.261–280. Madeleine Arnot ‘Making the Difference to Sociology of Education: Reflections on family-school and gender relations’ Discourse: Studies in the Cultural Politics of Education, 23, 3, 2002, pp. 347-355. Elizabeth Bullen and Jane Kenway ‘Bourdieu, subcultural capital and risky girlhood’ Theory and Research in Education, 3, 1, 2005, pp. 47–61. Agnes Van Zanten ‘Middle-class Parents and Social Mix in French Urban Schools: reproduction and transformation of class relations in education’ International Studies in Sociology of Education, 13, 2, 2003, pp.107-123. Van Zanten, A. (2005). New modes of reproducing social inequality in education: the changing role of parents, teachers, schools and educational policies. European Educational Research Journal, 4(3), 155-169. Deborah Youdell ‘Wounds and Reinscriptions: Schools, Sexualities and Performative Subjects’ Discourse: Studies in the Cultural Politics of Education, 25, 4, 2004, pp.477-493. Slee R. & Allan, J. (2001) Excluding the included: A reconsideration of inclusive education, International Studies in Sociology of Education, 11:2, 173-192, DOI: 10.1080/09620210100200073 Julie Allan ‘Foucault and Special Educational Needs: A 'box of tools' for analysing children's experiences of mainstreaming’ Disability & Society, 11, 2, 1996, pp.219-234. Pam Christie and Ravinder Sidhu ‘Governmentality and 'Fearless Speech': Framing the Education of Asylum Seeker and Refugee Children in Australia’ Oxford Review of Education, 32, 4, 2006, pp.449-465. Meg Maguire ‘Fade to Grey: Older women, embodied claims and attributions in English university departments of education’ Women’s Studies International Forum 31, 6, 2008, pp.474-482. Michalinos Zembylas ‘‘Pedagogy of discomfort’ and its ethical implications: the tensions of ethical violence in social justice education’ Ethics and Education, 10, 2, 2015, pp.163-174. Miriam E. David ‘Social inequalities, gender and lifelong learning: A feminist, sociological review of work, family and education’ International Journal of Sociology and Social Policy, 28, 7/8, 2008, pp.260-272. Ross, A. & Leathwood, C. (2013) Problematising Early School Leaving, European Journal of Education, 48(3). Ματούση, Μ., Σαρακινιώτη, Α. & Τσατσαρώνη, Α. (2014). Μεταξύ Δευτεροβάθμιας και Τριτοβάθμιας Εκπαίδευσης. Ι.Ε.Κ.: Δικαίωμα στη γνώση ή ευκαιρία στη δια βίου μάθηση; Πρακτικά 7ου συνεδρίου Ιστορίας της Εκπαίδευσης: «Ποια γνώση έχει την πιο μεγάλη αξία; ιστορικές-συγκριτικές προσεγγίσεις». Ιστορικό Αρχείο του Π.Τ.Δ.Ε Πανεπιστημίου Πατρών, Πάτρα, 27-30 Ιουνίου 2014. http://eriande-elemedu.e-millescreations.com/ Κουτσιούρη, Σ., & Τσατσαρώνη, Ά. (2018). 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Education as a public and common good: Reframing the governance of education in changing context. Education Research and Foresight Working Papers. UNESCO. Lingard, B., Sellar, S., Hogan, A., & Thompson, G. (2017). Commercialisation in Public Schooling (CIPS) (Final Report Summary). Sydney: News South Wales Teachers Federation. Hadfield, M., & Ainscow, M. (2018). Inside a self-improving school system: Collaboration, competition and transition. Journal of Educational Change, 19(4), 441–462.https://doi.org/10.1007/s10833-018-9330-7 Haugen, C.R. (2019). A fragile autonomy in a performativity culture? Exploring positions in the recontextualising field in a Norwegian rural municipality. Journal of Education Policy, 34(1),133-152. DOI: 10.1080/02680939.2017.1422152 Burch, P. (2009). Hidden markets: The new education privatisation. New York: Routledge. Ball, S.J. (2018). Commericalising education: profiting from reform!. Journal of Education Policy, 33(5), 587-589. DOI: 10.1080/02680939.2018.1467599 Ball, S. & Youdell, D (2008) Hidden Privatisation in Public Education, Education International. Verger, Fontdevila & Zancajo (2016) The privatization of Education. A political economy of global education reform, Teachers’ College Press (ελεύθερη πρόσβαση σε ηλεκτρονική μορφή). Tsatsaroni, A. (2018). ‘The public and the private’ in contemporary education policy. Populism in the public discourse and the new challenges for sociological theory and research’. Keynote speech. Proceedings of the 3rd Panhellenic conference of Sociology of Education, ‘Public and Private education’, L. Symeou, Th. Thanos and M. Vryonidis (eds), Cyprus: The European University of Cyprus. (in Greek) https://onedrive.live.com/?authkey=%21AOKIZEZYzwa6ZEw&cid=6F1206CEB2986FC E&id=6F1206CEB2986FCE%211007604&parId=6F1206CEB2986FCE%211007598&o= OneUp Σαρακινιώτη, Α. & Σιφακάκης, Π. (2019). Αποτελεσματικότητα, ισότητα και «επιλογή σχολείου»: Ανάγκες και προοπτικές εκπαιδευτικής συμπερίληψης στις τοπικές κοινωνίες. Πρακτικά από το επετειακό συνέδριο της Σχολής Κοινωνικών Επιστημών του Πανεπιστημίου Κρήτης για τα 30 χρόνια λειτουργίας της: «H KΡΗΤΗ ΣΤΟΝ 21o ΑΙΩΝΑ. Αθήνα: Πεδίο. Σημαντικά επιστημονικά περιοδικά στο πεδίο. (Τα περισσότερα είναι διαθέσιμα στο https://www.lib.auth.gr/ HEAL-Link) British Journal of Sociology of Education (BJSE) International Studies in Sociology of Education Globalisation, Societies and Education (GSE) Discourse: Studies in the Cultural Politics of Education Critical Studies of Education Journal of Education Policy (JEP) European journal of education Education Inquiry (on line) European Education research Journal (EERJ) (εκτός HEAL-Link) International Journal of Inclusive Education Gender and Education Pedagogy, Culture & Society
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05-03-2020