Papers & Workshops

 

 

Multiliteracies Pedagogy: In the Service of Privileged or Disadvantaged Students? - Some Greek Evidence

Dr. Eleni Karantzola
Center for the Greek Language, Athens, Greece

Vangelis Intzidis
International Center for Education and Research - Foundation <Anargyrios and Korgialenios School of Spetses>
  Abstract:
 
The findings from the series of experimental classes and educational seminars for teachers, carried out in Greece and based on the Multiliteracies pedagogy, are presented in this report. Emphasis is put on their effectiveness in connection to the socio-economic and cultural profile of the pupils and the type of school they attend (i.e. public vs. private). Within the context of this work, specific actions were adopted to investigate whether the general educational setting (i.e. the daily schedule, educational material and hidden curriculum) affects the development of the above mentioned pedagogy and if so how. On the other hand we are investigating the relationship connecting the students' background with the possibility of developing educational projects designed to avoid social exclusion. The intermediate and critical factor in this case is the teacher, as well as the explicit pedagogies, that the Multiliteracies approach invites him/her to adopt. The crucial question that springs out of the experience of applying the strategies, is whether the specific pedagogy can be applied, without it being connected to a change of mentality by the teacher, as well as to his/hers insight in matters of social justice. During the presentation of this work videos of experimental classes given to students of a public night school and educational seminars given to teachers of a private school in Athens will be shown as supporting material.
 
  Presentation Format: 45 min. paper



learning
RMIT, Melbourne, Australia

5-9 July 2000