Greek Mainstream Research Articles

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Job satisfaction, occupational stress and self-efficacy of Greek mainstream and special school education teachers

Facework in translating and re-narrating vulgar language: The case of Macron's harsh statement against the unvaccinated in English language and Greek mainstream and alternative media

The present paper investigates, from a comparative and cross-cultural perspective, how ‘journalators’ in English-language and Greek media rendered a controversial statement by French President E. Macron against the non-vaccinated, with the use of the slang verb emmerder. The paper examines how journalators sought to render the verb and re-narrate that particular discursive instance, largely judged as vulgar, divisive and improper for a head of state, in order to save or aggravate the French president's face through selective appropriation and reframing. It draws on narrative theory of translation as developed by Mona Baker (2005, 2006, 2010), and explores the concept of facework (Goffmann, 1967; Brown and Levinson, 1978, 1987; Bull and Fetzer, 2010) and the notion of ethos (Mainguenau, 2002, 2014) to analyze from a critical discourse analytic perspective a corpus of press articles in English and Greek. The results of both quantitative and qualitative analysis indicate that there is an array of lexical choices and strategies to intensify or attenuate vulgarity and offensiveness and save or aggravate Macron's image. The study has also confirmed the role of ideology and ideological positioning in the choice not only of lexical choices but also what is selected or deselected to be translated.

The front page as a canvas for multimodal argumentation: Brexit in the Greek press

In this paper, we analyze the front pages of mainstream Greek newspapers with the highest circulation reporting the official result of the Brexit referendum in 2016. Our analysis seeks to extract the standpoints and arguments that circulated in the Greek mainstream press on that day by studying the headlines and visuals on the front page. We study the front page not merely as an informative genre but crucially as an argumentative one, where the arguments can be reconstructed with the help of tools from argumentation theory combined with principles from multimodal critical discourse analysis. The proposed approach makes it possible to compare how the different ideological orientations in the Greek public sphere were steered by the representation of this piece of news. We show that, despite their ideological background, the newspapers under study converge to the construction of Brexit as a menacing phenomenon that puts the EU integration to the test and, as such, as an event that should have been avoided.

Inclusion and Communities of Practice

This paper examines parent/teacher perception of their role-identities in the education of children with learning disabilities (LD) in Greek mainstream schools. The theory of Communities of Practice (CoP) is adopted as the most appropriate framework for the scope of the present study which aimed to explore four main issues: 1. parent/teacher perception of their role in student’s with LD education, 2. parent/teacher goal setting for the education of the student with LD, 3. parent/teacher understanding and description of student’s difficulties, and 4. parent/teacher engagement in shared practices. The above issues are examined and analyzed via semi-structured interviews of 40 parents’ (20 mothers and 20 fathers) and 40 teachers’ (20 regular and 20 special) perception of parent/teacher role-identity. The analyses revealed that the educational and affective support of the student with LD was the prevalent feature of parent/teacher identity. Additionally, most of the parents, as opposed to the teachers, distinguished between the regular/special education teacher roles. Parents/teachers set educational, personal or multiple goals for the child, while only teachers set social goals. Few parents/teachers perceived differently student’s learning difficulties: the teachers considered parent expectations, beliefs or low educational level as the source of their difference in understanding, while the parents highlighted teachers’ lack of special training. Finally, although both parents/teachers were engaged in in-school activities, there was no mutual engagement in other practices (i.e. IEP). The above findings are discussed in relation to their implications in promoting more inclusive and collaborative parent-teacher relations.

Experiencing ‘inclusion’: a critical and systemic analysis of young people’s voices in English and Greek mainstream secondary schools

ABSTRACT Despite a growing consensus within the inclusion literature on the power of student voice, the way it is currently positioned in educational processes and systems remains problematic. This article argues that attention to student voice within a systemic analysis can deepen our understanding of young people’s experience of educational systems. It draws on data from a field research study which explored in-depth the inclusive experiences of 12 students in 2 English and 2 Greek secondary schools. Using Bronfenbrenner’s bio-ecological theory and a critical framework for reflecting on student voice as analytical tools, it examines the interplay between individuals’ accounts of their experience on the one hand, and their characteristics, interactions and environmental systems on the other. It discusses the way these factors shape students’ experiences of a system which is explicitly aiming towards inclusion, by highlighting issues of power and identity as well as contradictions between student and staff perspectives. Overall, the findings of this study suggest that reflecting systematically and critically on student voice provides opportunities for a deeper understanding of the experiences of students in diverse settings.

Teachers’ Views of Children With Developmental Language Disorder in Greek Mainstream Schools

Within a modern school that follows the international rules of inclusive education is very important for teachers to be able to understand and meet the needs of children with Developmental Language Disorder (DLD). The present study explores for the first time in Greece, the views of 122 Greek Kindergarten Teachers (KTs) and Primary school teachers (PSTs) about DLD, through an online survey that elaborated both categorical and Likert scale responses. According to the results half of the participants were not familiar with the term. Both groups of professionals reported that children with DLD have many vocabulary and syntactic difficulties in the receptive language. In the expressive language KTs identified more articulation and phonological difficulties, while PSTs referred mainly vocabulary and grammatical difficulties. The majority of professionals mentioned additional difficulties such as emotional and behavioral problems. Both groups identified a variety of challenges while working with children with DLD. KTs focused mostly on children’s emotional difficulties, while PSTs reported mostly their learning difficulties. The participants also recognized their own limitations regarding background knowledge and the need for further training. Furthermore, the educators mentioned that it is difficult for them to identify and support a child with DLD while, at the same time they acknowledged the need to collaborate with other professionals in order to meet children’s needs. The results are discussed in terms of their importance for raising awareness for DLD as well as for teachers’ better training, in order to efficiently identify and support children with DLD.

Peer tutoring as a means to inclusion: a collaborative action research project

ABSTRACT In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring programmes and improve students’ academic and social skills. Teachers and researchers actively collaborated in the development, delivery and evaluation of the programme through the collection and analysis of a range of qualitative data. Data were collected through focus groups, interviews, observations and diaries. The teachers and researchers learned to collaborate in creating an inclusive environment for all students through on-going and in-service support, and to make shared decisions based on honest dialogue. Both teachers and students considered peer tutoring effective for students with SEND but not for all the students without SEND. This collaborative project positively challenged the teachers’ and researchers’ thinking, highlighting the fact that the development of any inclusive classroom practice, such as peer tutoring, should incorporate the participants’ decisions as a means to resolve the complexities between the theoretical underpinnings of inclusion and its practice.

Special education provision in Greek mainstream classrooms: teachers’ characteristics and recruitment procedures in parallel support

ABSTRACT Parallel support is a Greek type of special education provision aiming at providing additional support to students identified with special educational needs and/or disability in mainstream classrooms. Drawing from quantitative data for the school-year 2018–2019 this paper presents findings on certain characteristics of primary and pre-primary teachers who work in parallel support including gender, educational qualifications, teaching experience and further certifications in braille and/or sign language. In so doing, the paper analyses several shortcomings regarding the staffing of parallel support, especially in relation to teachers’ qualifications and teaching experience. Additionally, it reports data on the recruitment procedures of teachers revealing significant delays in the hiring of teachers who work in parallel support. Finally, the paper discusses how the current educational policy creates structural barriers that hinder the educational inclusion of students with special educational needs and/or disability.

The effect of gender and educational level on dictionary use strategies adopted by upper-elementary and lower-secondary students attending Greek Schools1

AbstractThe aim of the present large-scale study is to elaborate on the concept of ‘Dictionary Use Strategy’ (DUS), to investigate the effect of gender and educational level on DUSs adopted by upper elementary and lower secondary students in Greek mainstream schools, and to determine the strategic profile of the sample by using a standardized instrument of data collection. The sample consisted of 745 upper elementary and lower secondary pupils in Greek mainstream education to whom the Strategy Inventory for Dictionary Use (S.I.D.U.) was administered. Results indicate that the adoption of dictionary use strategies is significantly influenced by both educational level and gender. Results are discussed in connection with the effectiveness of dictionary use and the influence of gender and educational level on learning strategy use.

Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school

Nowadays, teaching in a diverse students’ needs environment is a common situation emerged in the school community. In order for all the students to access the good of education and become a part of the school society, it is needed to be acceptable by teachers in the general school, who have to implement an appropriate instruction procedure to meet pupils’ needs successfully. Suitable teaching depends on teachers’ attitudes toward the inclusion of all the students independently and especially for those who show special educational needs. In the current study, participated 373 preschool, primary and secondary educators who teach in the Greek mainstream school. The participants completed the “Attitudes Toward Inclusive Education Scale” [1] [2]. The findings showed that teachers hold reserved attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they hold favorable attitudes for behavior problem and social difficulties students. Comparisons were conducted using other variables, which exert influence on teachers’ attitudes. The results observed show the necessity of establishing supporting services in the school and organizing appropriate training programs in order for the teachers to acquire the theoretical background and skills to implement inclusive practices effectively.

The populist breeding ground and religion: the case of the Greek mainstream and Radical Right

ABSTRACTThis article examines whether the decade preceding the financial crisis fuelled a culture of political resentment in Greece, and the role of religion in this development. To this end, it explores empirically how religiosity affected mainstream and Radical Right attitudes and voting in the period 2000–2010, and to what extent political resentment might have worked as a reinforcing or moderating factor to this relationship. The article primarily demonstrates that religiosity fosters both mainstream and Radical Right attitudes and voting; religiosity is negatively correlated with political resentment; and political resentment reinforces the positive effect of religiosity on mainstream Right attitudes, but mitigates the positive effect of religiosity on Radical Right attitudes.

Producing the porn self: an introspection of the mainstream Greek porn industry

ABSTRACTIn this article, we offer an insight into Greek mainstream porn production after contextualizing it historically, socially and culturally. Through interviews and discourse analysis, we examine how porn workers talk about themselves as professionals, as romantic persons and as self-regulated individuals, and we present the industry from the point of view of a producer. We argue that the domestic porn industry works like a closely knit community of workers, where participants share problems, attitudes and affection, and where issues of sexual health are as important as agency.

Language learning strategy use of English FL learners in Greek schools: The role of school type and educational level

This article reports the results from the main study of a large-scale project focusing on language learning strategy use in Greece. Using the Strategy Inventory for Language Learning adapted in Greek, this study examined reported frequency of strategy use by 4932 students attending Greek mainstream or minority elementary and secondary schools. Results indicated that students attending minority schools demonstrated higher mean scores (representing frequencies of use) in all six types of language learning strategies. It was also found that the elementary school students demonstrated higher mean scores in all six language learning strategies factors. Results are discussed with regard to the reasons behind the relationship between the type of school, educational level and strategy use.

Union gives strength: mainstream and special education teachers’ responsibilities in inclusive co-taught classrooms

Co-teaching has gained considerable interest as a means of promoting the inclusion of students with disabilities in mainstream education. Nowadays, there is a consensus among researchers that co-teaching should provide effective education to all students in a mainstream class. This study aims to explore co-teachers’ attitudes towards co-teaching responsibilities in Greek mainstream classrooms. In particular, it examines co-teachers’ attitudes with regard to their non-class-time (planning and evaluation) and class-time (instruction and behaviour management) responsibilities for students with and without disabilities. Four hundred co-teachers participated in this survey study. Overall, our findings demonstrate that mainstream education teachers and special education teachers disagree about their respective class-time and non-class-time responsibilities, and that their role influences their attitudes towards these responsibilities. The study concludes that the different attitudes of co-teachers towards their responsibilities could hinder the development of a shared approach in teaching students with and without disabilities in inclusive classrooms.Union gives strengthAesop(ca. 620-564 BC)

Political parties and immigration in Greece: Between consensus and competition

The article examines the immigration policy agendas of two Greek mainstream parties, centre right New Democracy (ND) and centre left PASOK (Panhellenic Socialist Party) since 2000. Drawing on the analysis of parliamentary proceedings and key political texts, it first analyses areas of consensus and disagreement on the mainstream parties’ positions in relation to immigration control and citizenship. Second, it considers the impact of far right parties, namely, of the radical right Laikos Orthodoxos Synagermos and the extreme right Golden Dawn, on the immigration agendas and positions of the two mainstream parties in the context of the Greek austerity crisis. The article argues that despite a decline of trust, suggested by the recent electoral successes of the far right and other ‘fringe’ parties, and despite internal ideological strains, PASOK and ND did not ignore or divert attention away from the ‘immigration issue’. In contrast, they co-opted the far right agenda.

Waiting for democracy: Political crisis and the discursive (re)invention of the ‘national enemy’ in times of ‘Grecovery’

This article seeks to identify the polarising rhetoric adopted by Greek mainstream political parties during the era of ‘Grecovery’. The article focuses on the war of words between New Democracy, the leading party of the coalition government, and Syriza, the main opposition party on the occasion of the fourth anniversary of the murder of a 15-year-old schoolboy, Alexandros Grigoropoulos, by a police officer and the subsequent riots of December 2008 and the authorities’ closure of the Hellenic Broadcasting Corporation (ERT). It draws on the political statements of two political parties – New Democracy and Syriza – and emphasises direct reference to the Greek civil war (1946–1949) and parallelisms of the current political climate with the colonels’ dictatorship (1967–1974). In focusing on those obscure pages of Greek modern history, this article analyses the discursive construction of collective memories of two different political poles and examines how the Greek left and right wings legitimise and redefine their political identities through the prism of their divided past. Using the discursive strategies of the discourse historical approach (DHA), the article illustrates how the DHA can reveal silencing strategies that lead to the discursive construction of the distinction between ‘Us’ – ‘democratic patriots’ and ‘Them’ – ‘enemies of the Greek nation’. Finally, recontextualisation in political rhetoric is highlighted as one of the ways of (re)constructing the tension and dichotomy between leftists and rightists. A systematic and explicit discourse analytic methodology of political rhetoric, that is based on history and (re)shapes collective memories, leads to an interdisciplinary approach that brings together and connects political rhetoric, argumentation and critical discourse analysis.

Teaching experiences of students with special educational needs in co‐taught and non‐co‐taught classes

Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations.Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.

Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents

As a step towards inclusion, co-teaching has received attention in the last two decades. This paper discusses the roles and responsibilities of co-teachers in Greek mainstream classrooms and the input of parents. Using a multiple case study research design, we sought to explore and evaluate co-teaching practices with regard to role understanding, responsibilities in classroom management and the relationship of co-teachers and parents. Our findings provide evidence for separate rather than complementary roles with little actual co-teaching practice. We argue for both political and practical changes regarding co-teachers' and parents' roles, as necessary for the enhancement of co-teaching.

Sources of stress for Greek students with intellectual disabilities attending mainstream schools

Students with intellectual disabilities often experience school-related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild intellectual disabilities were interviewed about their feelings and thoughts regarding possible stressful situations in school. Qualitative analysis of the interviews' data was conducted. As a result, five main sources of school-related stress were mentioned: school achievement and classroom participation; peer interactions; student behaviour and risk of injury; parents' expectations; and teacher acceptance. The findings suggest that children with intellectual disabilities experience school-related stress mainly to a normal degree. Concerning the stress factors that emerged as crucial, a basic conclusion can be drawn: mainstream schools should be changed into inclusive communities where student differences are fully respected, and wherein all children, with and without disabilities, are supported according to their individual abilities, potentials and needs.

Creating Distraction after Destruction: Representations of the Military in Greek Film

This article discussses representations of the military,viewed by some historians as the major force in twentieth-century Greek politics, in mainstream Greek film from 1952 to 1963. Based on a wide sample of films, it challenges the accepted view that Greek mainstream film of the post-Civil War years did not interact with questions of immediate political interest. Genre film, it is argued, followed generic formulas but still included comments on contemporary events. For example, when read in the context of the well-known Aviators' Trial, The Skies are Ours (1953) acquires a historical specificity otherwise missed. Representations of German officers of the occupation forces during the Second World War are discussed in a comparative framework to demonstrate the degree of acceptance of the armed forces and military values in this time period, as for example in the films Barefoot Batallion (1954) and The Island of the Brave (1959).