Education, ideology and social effigies
| dc.contributor.author | Ζάγκος, Χρήστος | el |
| dc.contributor.author | Fotopoulos, Nikos | en |
| dc.contributor.author | Karra, Vicky | en |
| dc.date.accessioned | 2021-04-23T06:14:44Z | |
| dc.date.available | 2021-04-23T06:14:44Z | |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/30918 | |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.10753 | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Ideology | en |
| dc.subject | Textbook | en |
| dc.subject | School | en |
| dc.subject | Consumerism | en |
| dc.subject | Technology | en |
| dc.title | Education, ideology and social effigies | en |
| heal.abstract | Textbooks are important in many ways as they influence a student or a learner inside and outside school. Since students spend quite some time on textbooks especially in the Greek society, they are regarded more important and influential than friends, teachers, school and classroom activities, games, media and society. What needs to be considered before starting the analysis is the fact that ideology plays a significant role through the process of shaping collective representations. Additionally, it is a way of referring to a world-view of a particular culture due to their drastic impact to social consciousness. It is important to mention here that the term ‘culture’ is used in a broad sense to denote customs, attitudes and perceptions accepted and formed by people of a society, ideas and beliefs. The present article is a critical discourse analysis of ideological contents related to culture in Greek English language books of the Greek primary state education. It critically examines the following books: English 5th Grade and English 6th Grade which are taught in all primary state schools in Greece. The analysis aims at finding out the cultural ideologies which are embedded in the aforementioned textbooks. Fairclough’s analytical framework of Critical Discourse Analysis (henceforth CDA) will be partly implemented in order to explore cultural themes related to social events. Related often to CDA, the term ideology does not have an exact meaning or definition since it is looked at differently in several contexts, thus making its perspectives a bit elusive. However, trying to have at least a bit of understanding of it, the objectives of this discourse analysis of the Greek textbooks are: a) to see how far they pose an impact on the learners’ worldviews, b) to examine the relationship between dominant ideology, national identity and textbook content, c) to interpret their role through the educational apparatuses & d) to be aware concerning issues such as leisure time, social and cultural effigies. | en |
| heal.access | free | el |
| heal.bibliographicCitation | Βιβλιογραφία: 57-58 | el |
| heal.dateAvailable | 2021-04-23T06:15:44Z | |
| heal.fullTextAvailability | true | |
| heal.generalDescription | σσ. 48-58 | |
| heal.journalName | International Journal of Education; Vol. 9 (2017) | en |
| heal.journalType | peer-reviewed | el |
| heal.language | en | el |
| heal.publicationDate | 2017 | |
| heal.publisher | Macrothink Institute | en |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Τμήμα Φιλοσοφίας | el |
| heal.secondaryTitle | exploring facets from the English course books of the greek state primary education | en |
| heal.type | journalArticle | el |
| heal.type.el | Άρθρο περιοδικού | el |
| heal.type.en | Journal article | en |
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