CONTEMPORARY CRITICAL PEDAGOGICAL ISSUES AND ALTERNATIVE APPROACHES
| Title | ΣΥΓΧΡΟΝΑ ΚΡΙΣΙΜΑ ΠΑΙΔΑΓΩΓΙΚΑ ΖΗΤΗΜΑΤΑ ΚΑΙ ΕΝΑΛΛΑΚΤΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ / CONTEMPORARY CRITICAL PEDAGOGICAL ISSUES AND ALTERNATIVE APPROACHES |
| Code | ΕΠΜ160 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Marina Sounoglou |
| Common | No |
| Status | Active |
| Course ID | 600028979 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 6 | 3 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 6 | 3 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600286735
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600286735
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Upon completion of the course, it is expected that students will be able to:
- recognize the context required by the current debate on contemporary critical pedagogical issues and the role of Critical Pedagogy
- distinguish educational policies in relation to proposed pedagogical approaches
- evaluate and scientifically document the applications and the results of research results
General Competences
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Work autonomously
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course is organized in two levels. At the first level, it will help students understand the background of the current debate around pedagogical approaches and will introduce ways in which Critical Pedagogy and research address contemporary critical pedagogical issues.
At the second level, there will be a presentation and analysis of contemporary pedagogical models and educational policies related to curricula.
Students will have the opportunity to explore and critique a range of pedagogical approaches and educational policies, evaluating research results in terms of their application and effectiveness.
Educational Material Types
- Notes
- 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
- Use of ICT in Student Assessment
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 88 | ||||
| Reading Assigment | 49 | ||||
| Exams | 13 | ||||
| Total | 150 |
Student Assessment
Description
Final assessment with critical-question exams where students can use books, notes and articles (open-book exams).
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Γρόλλιος, Γ., Γούναρη, Π. (2016). Απευλευθερωτική και Κριτική Παιδαγωγική στην Ελλάδα. Αθήνα: Gutenberg.
Additional bibliography for study
Γρόλλιος, Γ. (2022α). Αξιολόγηση και διαφοροποιημένη διδασκαλία στα νέα Προγράμματα Σπουδών του Δημοτικού Σχολείου, Παιδαγωγική Επιθεώρηση ,73, 11-24.
Γρόλλιος, Γ. (2022β). H Οπτική σχεδιασμού των νέων Προγραμμάτων Σπουδών, Σελιδοδείκτης, 16, 10-14.
Γρόλλιος, Γ., & Λιάμπας, Τ. (2021). Η σύγχρονη εκπαιδευτική πολιτική της Νέας Δημοκρατίας. Κριτική Εκπαίδευση, (2).
Ράσης, Σ. (1988). Η Ανθρωπιστική Παιδεία στη Σύγχρονη Εκπαίδευση. Θεσσαλονίκη: Παρατηρητής.
Ράσης, Σ. (2003). «Η Κρίση της Προοδευτικής Εκπαίδευσης και η Εμφάνιση της Ανασυγκροτικής Φιλοσοφίας της Παιδείας» στο Η Παιδεία στην Αυγή του 21ου Αιώνα. Πάτρα: Εργαστήριο Ιστορικού Αρχείου Νεοελληνικής και Διεθνούς Εκπαίδευσης.
Ράσης, Σ. (2006). «Ριζοσπάστες Ρεβιζιονιστές Ιστορικοί της Εκπαίδευσης: Ένα Σύντομο Φωτεινό Διάλειμμα στην Ιστοριογραφία της Αμερικανικής Εκπαίδευσης» στο Τζήκας, Χ. (επιμ) Ζητήματα Ιστορίας και Ιστοριογραφίας της Εκπαίδευσης. Θεσσαλονίκη: Επίκεντρο.
Σούνογλου, Μ. (2023). Αξιολόγηση του έργου των εκπαιδευτικών και πολιτικός λόγος τη μεταμνημονιακή περίοδο. Κριτική Εκπαίδευση, 4, 95-115
Au, W. (2021). Άνισες βάσει σχεδίου. (εισαγωγή-επιμέλεια Π. Γούναρη & Γ. Γρόλλιος, μτφρ. Μ. Γρόλλιου). Αθήνα: Gutenberg
Hill, D. (2001). Equality, ideology and education policy. Schooling and equality: Fact, concept and policy, 7-34.
Hill, D. (2007). Critical teacher education, new labour, and the global project of neoliberal capital, Policy Futures in Education, 5(2) p.204-225.
Holborow, M. (2012). Neoliberalism, human capital and the skills agenda in higher education–the Irish case. Journal for Critical Education Policy Studies, 10(1), 93-111.
McLaren, P. (2005). Critical pedagogy in the age of neoliberal globalization. In: Communities of Difference. New York: Palgrave Macmillan US, 69-103.
Rikowski, G. (1999). Education, capital and the transhuman. Postmodernism in educational theory: Education and the politics of human resistance, 1-20.
Rikowski, G. (2019). On the Capitalisation of Schools in England. The Flow of Ideas, Teoria e Prática da Educação, 22(3), 5-18.
Rikowski, G (2020). Education and the Tragedy of Labour. DOI:10.13140/RG.2.2.13584.23046
Rinekso, A. B., Pertiwi, I., & Yanda, F. (2022). The impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice. Routledge. https://doi.org/10.1080/00131857.2021.2012761
Savage, G. (2017). Neoliberalism, education and curriculum. Powers of curriculum: Sociological perspectives on education, 143-165.
Sounoglou, Μ. (2024). Curricula of primary education and neoliberal educational policy in Greece: a critical analysis. Journal of Pedagogy, (15)2, 44-59.
Sounoglou, Μ. (2024). Curricula, public education and Neoliberal politics in Greece. International Journal of Educational Policies, (18)1, 7-21.
Sounoglou, M. (2023). The conflict over the new teacher evaluation policy in the context of political discourse in Greece. In Skordoulis, K., Gioti, L. & Laspidou, A. (Eds), Education for social emancipation (pp 563-579). Proceedings of the 10th International Conference on Critical Educaton (X ICCE) Education for social emancipation, School of Primary Education, Faculty of Education, Aristotle University of Thessaloniki, July 4-8, 2022. Thessaloniki: School of Primary Education, Aristotle University of Thessaloniki.
Sounoglou, M. (2023). It’s all about skills! How Primary education curricula link to labor market: the case of Greece. In: L. G. Chova, C. G. Martínez & J. Lees (Eds)., ICERI2023 Proceedings 16th International Conference of Education, Research and Innovation (pp. 3921-3930). Proceedings of the 16th International Conference of Education, Research and Innovation; Seville, Spain, November 13-15 2023. Valencia: IATED Academy.
Toquero, C. M. (2020). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 162–176. https://doi.org/10.46661/ijeri.5113
Last Update
01-09-2025
