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Dr Polina T H E O P O U L A Chrysochou
Anglia Ruskin University, Faculty of Health, Social Care and Education, Doctoral Researcher and Associate Lecturer
Dr Polina-Theopoula Chrysochou is a Postdoctoral Research Associate (IKY State Foundation Scholarship) in the Department of Education at the National and Kapodistrian University of Athens, as well as external supervisor at Anglia Ruskin University, UK. She studied Physics at the University of Thessaloniki, and courses related to Epistemology, History and Philosophy, Pedagogy and Teacher’s Training in Science Education and New Technologies, while doing her Master at Athens’ University. She spent a year in Nantes, France, as a Visiting Scholar in the Department of Philosophy. She later completed her funded PhD in the Department of Education at Anglia Ruskin University, UK and worked for 2 years as contract-based Lecturer. She is Deputy Chief Editor of the Journal for Critical Education Policy Studies (JCEPS), Member of the Editorial Board of International Book Series, Marxist and Socialist Studies in Education, Sense Publishing, as well as of several Academic Societies. She has participated in many International Conferences as a Plenary Speaker, published papers in English, French and Greek, and she is a Member of the International Organising Committee of the International Conferences on Critical Education (ICCE). She has co-organised a number of International Conferences. Among the subjects of her research are: Epistemology, Knowledge Construction, Informational Society, Digital Communities-of-Practice, Sociology, History, Philosophy and Political economy of Education, Critical Pedagogy, Research Methodology, Labour Relations and Class Analysis.
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Marx, Afterword to Second German Edition of Capital, Vol. I, 1867/1965, p. 29
the economic crisis on the professional lives of in- service primary school teachers, in the Attiki prefecture, during the current economic and political crisis. We chose to focus on the
prefecture of Attiki as it is considered one of the places in
Greece that is most affected by the economic crisis. This survey
does not intend to simply record the problems that teachers
are facing in practice. The main object of this work is to capture
the teacher’s own views and perceptions on their working conditions, as reflected in the period of economic crisis that we are experiencing in Greece. Our main concern was to shed light on the way that teachers experience their daily life at the schools where they serve and how this affects or does not affect their professional and by extension their personal life, as well as their daily work in the classroom.
Engels developed a theory of how the rise of class society led to both the rise of the state and the rise of the family, as the means by which the first ruling classes possessed and passed on private property thus locating historically the source of women’s oppression. Engels’ work has defined the terms of the debate around the origin of women’s oppression since the appearance of the feminist movement. Most writers on the subject of women’s oppression have set out either to support or reject Marxist theory based on a critique of Engels pioneering work. In this paper, I present the essence of his theory and discuss the points of controversy.
Λέξεις κλειδιά: κριτική παιδαγωγική; κριτική εκπαίδευση των φυσικών επιστημών; κοινωνική κονστρουκτιβιστική επιστημολογία; μαρξιστική επιστημολογία; κριτικός επιστημονικός μαρξισμός; διανοούμενοι του μετασχηματισμού; Lev Vygotsky
This talk, based on the findings of a case study conducted from November to December 2014, will examine the ramifications of the economic crisis on the professional and, by extension social/personal life of primary education teachers, as well as its impact on educational practices and overall quality of the education process. The issue is approached through the Critical Pedagogy Approach and employing a holistic analysis, examines schools and education in an economic, social, political and ideological context.
The analysis of the data shows that all aspects relevant to the educational process have been severely affected in terms of infrastructure, relationships, personal development and quality of teaching and learning. Due to the nature of their profession, teachers proved a rich source of data regarding all aspects of the crisis and its repercussions on themselves, their students and Greek society as a whole.
The findings confirmed the initial assumption that was formulated at the beginning of this research project that a critical and radical approach of the crisis is needed in order to fully comprehend its real causes and unmask the attempts to implement the neoliberal transformation of education.
Marx, Afterword to Second German Edition of Capital, Vol. I, 1867/1965, p. 29
the economic crisis on the professional lives of in- service primary school teachers, in the Attiki prefecture, during the current economic and political crisis. We chose to focus on the
prefecture of Attiki as it is considered one of the places in
Greece that is most affected by the economic crisis. This survey
does not intend to simply record the problems that teachers
are facing in practice. The main object of this work is to capture
the teacher’s own views and perceptions on their working conditions, as reflected in the period of economic crisis that we are experiencing in Greece. Our main concern was to shed light on the way that teachers experience their daily life at the schools where they serve and how this affects or does not affect their professional and by extension their personal life, as well as their daily work in the classroom.
Engels developed a theory of how the rise of class society led to both the rise of the state and the rise of the family, as the means by which the first ruling classes possessed and passed on private property thus locating historically the source of women’s oppression. Engels’ work has defined the terms of the debate around the origin of women’s oppression since the appearance of the feminist movement. Most writers on the subject of women’s oppression have set out either to support or reject Marxist theory based on a critique of Engels pioneering work. In this paper, I present the essence of his theory and discuss the points of controversy.
Λέξεις κλειδιά: κριτική παιδαγωγική; κριτική εκπαίδευση των φυσικών επιστημών; κοινωνική κονστρουκτιβιστική επιστημολογία; μαρξιστική επιστημολογία; κριτικός επιστημονικός μαρξισμός; διανοούμενοι του μετασχηματισμού; Lev Vygotsky
This talk, based on the findings of a case study conducted from November to December 2014, will examine the ramifications of the economic crisis on the professional and, by extension social/personal life of primary education teachers, as well as its impact on educational practices and overall quality of the education process. The issue is approached through the Critical Pedagogy Approach and employing a holistic analysis, examines schools and education in an economic, social, political and ideological context.
The analysis of the data shows that all aspects relevant to the educational process have been severely affected in terms of infrastructure, relationships, personal development and quality of teaching and learning. Due to the nature of their profession, teachers proved a rich source of data regarding all aspects of the crisis and its repercussions on themselves, their students and Greek society as a whole.
The findings confirmed the initial assumption that was formulated at the beginning of this research project that a critical and radical approach of the crisis is needed in order to fully comprehend its real causes and unmask the attempts to implement the neoliberal transformation of education.
marx, Afterword to Second German Edition of Capital, Vol. I, 1867/1965, p. 29