{"id":3560,"date":"2024-06-10T16:21:20","date_gmt":"2024-06-10T13:21:20","guid":{"rendered":"https:\/\/ece.uth.gr\/?page_id=3560"},"modified":"2024-07-10T20:18:27","modified_gmt":"2024-07-10T17:18:27","slug":"1st-semester-seminar-social-constructions-of-childhood-education-and-creativity","status":"publish","type":"page","link":"https:\/\/ece.uth.gr\/en\/studies\/postgraduate-studies\/postgraduate-programme\/1st-semester-seminar-social-constructions-of-childhood-education-and-creativity\/","title":{"rendered":"1st semester &#8211; Seminar: Social Constructions of Childhood, Education and Creativity"},"content":{"rendered":"<p><strong>ECTS Units<\/strong>: 6<\/p>\n<p><strong>Professor<\/strong>: <a href=\"https:\/\/ece.uth.gr\/en\/person\/pechtelidis-yannis\/\">Pechtelidis Yannis<\/a>, <a href=\"https:\/\/ece.uth.gr\/en\/person\/pantazis-alekos-alexandros\/\">Pantazis Alekos (Alexandros)<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>LESSON CODE<\/p>\n<p>1216-A5-X<\/p>\n<p>SEMESTER OF STUDY A<\/p>\n<p>COURSE TITLE<\/p>\n<p>Seminar: Social Constructions of childhood, education and creativity<\/p>\n<p>SELF-ENDED TEACHING ACTIVITIES<\/p>\n<p>in case the credits are awarded in separate parts of the course e.g. Lectures, Laboratory Exercises, etc. If the credits are awarded uniformly for the entire course, enter the weekly teaching hours and total credits<\/p>\n<p>TEACHING HOURS (TOTAL)<\/p>\n<p>CREDIT UNITS 3<\/p>\n<p>(3 x 6 = 18 hours in total)<\/p>\n<p>6 ECTS<\/p>\n<p>COURSE TYPE : Mandatory<\/p>\n<p>PREREQUISITE COURSES: 0<\/p>\n<p>LANGUAGE OF INSTRUCTION and EXAMINATIONS: Greek<\/p>\n<p>THE COURSE IS OFFERED TO ERASMUS STUDENTS :No<\/p>\n<p>COURSE WEBSITE (URL)<\/p>\n<p>https:\/\/eclass.uth.gr\/modules\/auth\/courses.php<\/p>\n<p>(https:\/\/eclass.uth.gr\/courses\/ECE_P_107\/)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>2. LEARNING OUTCOMES<\/strong><\/p>\n<p>Learning results<\/p>\n<p>The learning outcomes of the course are described, the specific knowledge, skills and abilities of an appropriate level that the students will acquire after the successful completion of the course.<\/p>\n<p>Consult Appendix A<\/p>\n<p>Description of the Level of Learning Outcomes for each study cycle according to the Qualifications Framework of the European Higher Education Area<\/p>\n<p>Descriptive Indicators for Levels 6, 7 &amp; 8 of the European Qualifications Framework for Lifelong Learning and Annex B<\/p>\n<p>Comprehensive Guide to Writing Learning Outcomes<\/p>\n<p>Upon successful completion of the course, the student will be able to:<\/p>\n<ul>\n<li>Knowledge: Will be familiar with theories of social construction, educational audiences, and childhood studies.<\/li>\n<li>Knowledge: He will have gained experiential knowledge of the above theories<\/li>\n<li>Understanding: Will have developed communication and collaboration skills<\/li>\n<li>Application: He\/she will have practiced the practical application of the above knowledge through his\/her participation in classroom exercises and group projects.<\/li>\n<li>Analysis &amp; Synthesis: You will gain knowledge and experience in solving educational problems<\/li>\n<li>Analysis, Synthesis &amp; Evaluation: Approaches critical issues of education, curriculum, community, childhood and creativity.<\/li>\n<\/ul>\n<p>General Skills<\/p>\n<p>Taking into account the general competences that the graduate must have acquired (as indicated in the Diploma Annex and listed below) in which \/ which of them is the course aimed at<\/p>\n<ul>\n<li>Search, analysis and synthesis of data and information, using the necessary technologies<\/li>\n<li>Adaptation to new situations<\/li>\n<li>Autonomous work<\/li>\n<li>Teamwork<\/li>\n<li>Work in an interdisciplinary environment<\/li>\n<li>Generating new research ideas<\/li>\n<li>Respect for diversity and multiculturalism<\/li>\n<li>Demonstrating social, professional and ethical responsibility and sensitivity to gender issues<\/li>\n<li>Exercise criticism and self-criticism<\/li>\n<li>Promotion of free, creative and inductive thinking<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>3. COURSE CONTENT<\/strong><\/p>\n<p>In this seminar, processes of social construction of the concepts of &#8220;childhood&#8221; and &#8220;child&#8221;, &#8220;creativity&#8221; and &#8220;education&#8221; are discussed in scientific, fictional, political, journalistic, etc. reasons, through the prism of modern social theory. In addition, the social phenomenon of the Commons and its pedagogical dynamics are analyzed. The aim is the systematic deconstruction of dominant representations, certainties and regimes of truth around childhood, but also the emergence of alternative and contingent forms of childhood, citizenship, shared pedagogical knowledge and egalitarian emancipatory learning.<\/p>\n<p>The main thematic axes on which the lectures are organized are the following:<\/p>\n<ul>\n<li>Theories of social construction of the pedagogical subject<\/li>\n<li>Knowledge, power, children&#8217;s subjectivity: scientific discourse, fiction, curricula, school mathematics, digital environments, games, narratives<\/li>\n<li>Contemporary approaches to childhood, knowledge and emancipation of the subject<\/li>\n<li>Citizenship, participation and creativity in education.<\/li>\n<li>Educational commons.<\/li>\n<li>Mathematics education is not about mathematics. A critical consideration of curriculum reform policies<\/li>\n<li>Outside the classroom: Road and Motion Mathematics<\/li>\n<li>Biopolitical technologies of creativity and the child self.<\/li>\n<li>Rationality, Discipline and Practice: Constructions of Statehood as the Genesis of the Modern and\/or Neoliberal Subject<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>4. TEACHING AND LEARNING METHODS &#8211; ASSESSMENT<\/strong><\/p>\n<p><strong>DELIVERY METHOD<\/strong><\/p>\n<p>Face to face, Distance learning etc.<\/p>\n<p>Face-to-face lectures, group classroom activities, audio-visual materials and distance learning<\/p>\n<p>&nbsp;<\/p>\n<p><strong>USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES<\/strong><\/p>\n<p>Use of T.P.E. in Teaching, in Laboratory Education, in Communication with students<\/p>\n<p>Use of presentations &amp; projector, eclass, MSTeams, YouTube, GoogleDocs<\/p>\n<p>&nbsp;<\/p>\n<p><strong>TEACHING ORGANIZATION<\/strong><\/p>\n<p>The way and methods of teaching are described in detail.<\/p>\n<p>Lectures, Seminars, Laboratory Exercise, Field Exercise, Literature Study &amp; Analysis, Tutorial, Internship (Placement), Clinical Exercise, Art Workshop, Interactive Teaching, Educational Visits, Study Preparation (Project), Writing Paper \/ Assignments, Artistic Creation, etc. etc.<\/p>\n<p>The student&#8217;s study hours for each learning activity as well as unguided study hours according to ECTS principles are listed<\/p>\n<p>Activity<\/p>\n<p>Semester Workload<\/p>\n<p>Lecture with discussion:<\/p>\n<p>Educational commons: collective experimentation and participatory democracy<\/p>\n<p>6<\/p>\n<p>Unguided student work:<\/p>\n<p>Educational commons: collective experimentation and participatory democracy 30<\/p>\n<p>Lecture with discussion and case studies method:<\/p>\n<p>Experienced community of commons in education and the learning process 6<\/p>\n<p>Unguided student work:<\/p>\n<p>Experienced community of commons in education and the learning process 30<\/p>\n<p>Lecture with discussion:<\/p>\n<p>Social constructions of childhood and the child as public, education as public and creativity: discourses and power 6<\/p>\n<p>Unguided student work:<\/p>\n<p>Social constructions of childhood and the child as public, education as public and creativity: discourses and power 30<\/p>\n<p>Group assignment writing 36<\/p>\n<p>Presentations of work 6<\/p>\n<p>&nbsp;<\/p>\n<p><strong>STUDENT EVALUATION<\/strong><\/p>\n<p>Description of the evaluation process<\/p>\n<p>Assessment Language, Assessment Methods, Formative or Deductive, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Report \/ Report, Oral Examination, Public Presentation, Laboratory Work, Clinical Patient Examination, Artistic Interpretation, Other \/ Others<\/p>\n<p>Explicitly defined evaluation criteria are mentioned and if and where they are accessible by students.<\/p>\n<p>Group work (70%) and class participation (30%).<\/p>\n<p>The group assignments focus on the subject matter of the three axes\/modules of the seminar:<\/p>\n<p>Educational commons: collective experimentation and participatory democracy.<\/p>\n<p>Experienced community of commons in education and the learning process.<\/p>\n<p>Social constructions of childhood and the child as public, education as public and creativity: discourses and power.<\/p>\n<p>Participation in the course involves studying, writing and discussing texts in group activities in the classroom.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>5. RECOMMENDED-BIBLIOGRAPHY<\/strong><\/p>\n<p>Suggested Bibliography:<\/p>\n<p>&#8211; Related scientific journals:<\/p>\n<p>Chronaki, A. (2019). Affective bodying of mathematics, children and difference: choreographing &#8216;sad affects&#8217; as affirmative politics in early mathematics teacher education. ZDM Mathematics Education 51, 319\u2013330.<\/p>\n<p>https:\/\/doi.org\/10.1007\/s11858-019-01045-9<\/p>\n<p>Dahlberg, G., Moss, P. and Pence, A. (2013) Beyond quality in early childhood education and care. Milton Park, Abingdon, Oxon: Routledge.<\/p>\n<p>Delacour, L. &amp; Chronaki, A. (2019). The Discursive Fabrication of the Desired Child in Early Childhood Mathematics Education. Philosophy of Mathematics Education Journal. No 35. (ISSN 1465-2978 (Online).<\/p>\n<p>Kostakis, B. and Bauwens, M. (2018). How to create a global and prosperous community-based economy. Open Library.<\/p>\n<p>Kostakis, V., &amp; Pantazis, A. (2021). Is &#8216;Deschooling Society&#8217; Possible? Notes from the Field. Postdigital Science and Education, 3(3), 686\u2013692.<\/p>\n<p>https:\/\/doi.org\/10.1007\/s42438-021-00228-6 , Zenodo link.<\/p>\n<p>Pantazis, A. (2020). Teaching Commons through the Game of Musical Chairs. tripleC: Communication, Capitalism &amp; Critique 18 (2): 595-612. DOI:<\/p>\n<p>https:\/\/doi.org\/10.31269\/triplec.v18i2.1175<\/p>\n<p>Pechtelidis, G. (2015). Sociology of Childhood. Kallipos https:\/\/repository.kallipos.gr\/handle\/11419\/4744<\/p>\n<p>Pechtelidis, G. (2020). For an education of the public within and beyond the &#8220;walls&#8221;. Athens: Gutenberg.<\/p>\n<p>Pechtelidis Y and Stamou AG (2017) The \u201cCompetent child\u201d in times of crisis: a synthesis of Foucauldian with critical discourse analysis in Greek pre-school curricula. Palgrave Communications. 3:17065 https:\/\/doi.org\/10.1057\/palcomms.2017.65.<\/p>\n<p>Pechtelidis, Y. &amp; Kioupkiolis, A. (2020). Education as Commons, Children as Commoners. The case study of the Little Tree community. Democracy &amp; Education, 28(1). https:\/\/democracyeducationjournal.org\/home\/vol28\/iss1\/5\/<\/p>\n<p>The Commons Alphabet: https:\/\/abc.commons.gr\/#home<\/p>\n<p>Phillips, L. and Jorgensen, W.P. (2009). Speech Analysis. Theory and Method. Athens: Papazisi.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>ECTS Units: 6 Professor: Pechtelidis Yannis, Pantazis Alekos (Alexandros) &nbsp; LESSON CODE 1216-A5-X SEMESTER OF STUDY A COURSE TITLE Seminar: Social Constructions of childhood, education and creativity SELF-ENDED TEACHING ACTIVITIES in case the credits are awarded in separate parts of the course e.g. Lectures, Laboratory Exercises, etc. If the credits are awarded uniformly for the [&hellip;]<\/p>\n","protected":false},"author":192,"featured_media":188,"parent":2915,"menu_order":107,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-3560","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/3560","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/users\/192"}],"replies":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/comments?post=3560"}],"version-history":[{"count":1,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/3560\/revisions"}],"predecessor-version":[{"id":3561,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/3560\/revisions\/3561"}],"up":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/pages\/2915"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/media\/188"}],"wp:attachment":[{"href":"https:\/\/ece.uth.gr\/en\/wp-json\/wp\/v2\/media?parent=3560"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}