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Meanings and significations of financial crisis : Students’ discourse in Greek “ Youth Parliament”

Meanings and significations of financial crisis : Students’ discourse in Greek “ Youth Parliament”. Eleni Sotiropoulou , Educator specialized in Primary Education, MSc in Cultural Studies, Post student in Educational Politic Argyris Kyridis , Professor

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Meanings and significations of financial crisis : Students’ discourse in Greek “ Youth Parliament”

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  1. Meanings and significations of financial crisis:Students’ discourse in Greek “Youth Parliament” EleniSotiropoulou,Educator specialized in Primary Education, MSc in Cultural Studies, Post student in Educational Politic ArgyrisKyridis, Professor IfigeniaVambakidou, ass. Professor, University of Western Macedonia

  2. The participants in the “Youth Parliament”educational program are high school students who are chosen by lot in order to speak at plenary sessions In this part of the research we examine selected written discourses of students as they have been edited by the parliament These proceedings are to be analysed as a social and political material in order to deconstruct the students’ perceptions of the “financial crisis” In 2010, 33 statements have been extracted from the main body of the proceedings and have been divided in the following thematic categories: cultural,educational, ethical, medical, social. In particular we apply the figurative/thematic/axiological analysis which is based on semantic formulated by Greimas

  3. Citizenship education has become an increasingly important means of learning people’s rights and responsibilities. Citizenship Education, helps teenagersunderstand their role as citizens, develop a commitment to their role practically, and ultimately engage in critical reflection on the rights and responsibilities associated with this role The value of an experience is judged by the effect that it has on the individual’s present, future, and to the extent in which the individual is able to contribute to society (Dewey, 1938) We are interested in citizenship’s legal notion (βλ. Dekker, 1994: 67). Introduction

  4. Citizenship as a political notion • We approach citizenship in the field of • Political comprehension • Political identity • Political literacy • Παπαπέτρου Σάββας & Γερογιάννης ΚωνσταντίνοςΔΙΑΠΟΛΙΤΙΣΜΙΚH ΕΚΠΑIΔΕΥΣΗ ΚΑΙ ΚΑΛΛΙEΡΓΕΙΑ ΕΘΝΙΚHΣ ΚΑΙΚΟΙΝΩΝΙΚΟΠΟΛΙΤΙΚHΣ ΣΥΝΕIΔΗΣΗΣ ΣΤΟΥΣ ΜΑΘΗΤEΣ

  5. TheYouthParliamentinGreeceisanexampleofEducatingActiveCitizenship. ItisaneducationalprogramoftheGreekParliamentstartedin 1995 The programme aimsatfosteringpositiveattitudestowardsthevalueofcitizenshipand atinitiatingintotheprinciples, rulesandpracticesofdemocracy In theYouthParliament programme, taking place inthe GreekParliament, secondaryschoolstudents, freelyandresponsiblyexpresstheiropinionsandobjectionsonwhatishappeningaroundthemalong with theirvisions, seekingfortheir proposals to be implementedbythosewholegislate TheStudents’ discourse

  6. The students discourse as a procedure of active citizenship TheYouthParliamentprogrammeconcernsstudentswhoattendthe B classofLykeion: • highschools (public, private, special, evening), andtechnicalschoolsincountry • studentsofGreekhighschoolsabroad • studentsofthe B classofhighandtechnicalschoolsofCyprus Teenagerswhoparticipateintheprogrammemust notbeover 20 yearsold

  7. YouthParliament concernsallclassBstudents Greek schools Cyprus schools Greek schools abroad Special schools High school Technical school High school Technical school

  8. Greek Youth Parliament 2010 Cyprus (20) Greece (260) Greek Diaspora (20) Canada (2) Nicosia (7) German (6) Karpas (1) All schools (252) Territory (8) Egypt (2) Belgium (1) Larnaca (2) Libya (1) Kyrenia (1) U.S.A. (2) Paphos (2) Ethiopia (1) England (1) Schools that have demonstrated distinct social / cultural actions (4) Special and Evening Schools (4) Famagusta (3) Jordan (1) Israel (1) Australia (2) Limmasol (4)

  9. Theprocedureofparticipation • Teachersareawareoftheprogrammeandinformtheirstudents • Students who will participate in the program come at the high school computer labs at a datedetermined by the school andcomplete the online form for participation • The total duration of the electronic process is two hours • The preparation of the required tests so far is replaced by two questions whose answers are sent electronically to the Instituteof Parliament

  10. Theprocedureforparticipation The first question asks “why you want to participate in the Youth Parliament” while the second one asks from students to write their opinion on a thematic which they selected The300 studentswhosetextsareselected, areinvitedtoparticipateforthreedaysintheGreekParliament

  11. Theprocedureforparticipation • the proposals of all studentsarebeingsenttotheassessmentcenter, includedinsummarizeddocumentsinordertobediscussedbytheteenagers • the 300 selected students are being divided into 6 committees • thedebatewithinncommitteesisfollowingtheRulesoftheGreekParliament

  12. Studentsinformed by teachers Students complete the online form for participation Greek Youth Parliament 300 texts from adolescents selected Students divided into six Committees 260 as the number of deputies elected to national elections 20 from Greek Diaspora All proposals includedand summarized in a document foreach committee 20 from Cyprus Proposalsinthe debate, puttothevote

  13. Written work must be interesting and have completeness, documentation, support for the arguments, logic of consistency, originality conception, creative imagination, etc. Greek Youth Parliament teenagers members divided into committees/based to written work Committee on Cultural Affairs Committee on Economic Affairs Committee on Defense and Foreign Affairs Committee on Production Commerce Committe on Administration Public Order and Justice Committee on Social Affairs

  14. Youth Parliament – During a committee session

  15. A progressive policy needs more than just a bigger break with the economic and moral assumptions of the past 30 years. It needs a return to the conviction that economic growth and the affluence it brings is a means and not an end(Hobsbawm, 2009) The rediscovery of Marx has to some extent been done by businessmen as, ever since the late 90s, they have started talking in terms of saying “Marx predicted this globalization” and again now we find people thinking that “Capitalism operates as a series of crisis”. Theoretical field

  16. Students as citizens • StudentsAREcitizenswhen theyparticipateinandcontributeto thewellbeingoftheircommunity. • Do studentsparticipateintheircommunity'sactivities? • Do studentsdemonstrateconstructivebehaviors? • Do studentsunderstandandparticipateinthedemocraticprocess?

  17. The statements that have been found in the “oral discourse” are few. Hence we choose the qualitative analysis. In specific and because of the rhetoric/politic quality of the students’ speeches, which compose a “rhetoric practice” aiming at convincingtheir public audience, we apply Aristotelian rhetoric, structuralistic analysis and Greimas’ analytic proposal. On Rhetoric, Aristotle applies numerous concepts and arguments that are also treated in his logical, ethical, and psychological writings. His theory of rhetorical arguments is one further application of his general doctrine of the sullogismos, which also forms the basis of dialectic, logic, and his theory of demonstration The sample and the methodology

  18. Theoretical filed • variousformsofexpertiseonhumanrights, citizenshipandidentitiesisrapidlyexpandingasgovernments, internationalagencies, Non-GovernmentalOrganisations (NGOs) andprivatesectororganisationsbecomeincreasinglysensitiveandinterestedinquestionsaboutrightsandidentities (School of Sociology and Social Policy, Law and Social Siences Building, University Park, Nottingham NG7 2RD)-many 'national' versionsofcitizenshiphavereachedcrisispoint. Yetwhatdoesitmeantothinkofyourselfas a national or globalcitizen? BRADLEY A. U. LEVINSON (2005). Reflections on the Field Citizenship, Identity, Democracy: Engaging the Political in the Anthropology of Education: Anthropology & Education Quarterly Volume 36,327-340

  19. theworldwidemovementfordemocraticcitizenshipeducationcanhaveimportantcomparativelessons. Recentscholarshiphashighlighted, onceagain, justhowmuchthemeaningsofdemocraticcitizenship, andthepurposesofpublicschoolingforachievingthatcitizenship, havevariedandshiftedhistoricallyintheUnitedStates. • Forover 200 years, wehaveengagedin a debateabouthowschoolingcancontributetothe "commongood" (in BRADLEY A. U. LEVINSON, 2005). Thestakesinthisdebatearenowhigherthanever, forthecommongoodisapparentlyoutofstyle.

  20. Wehavemovedfurtherawayfromcitizenship, WalterParker (2003)wouldsay, intoidiocy-thatis, intheoriginalGreek, separationandself-centeredness,ratherthanpublic-mindedness. • Wecanhelppublicizetheeffortsanddebates, thelessonslearned, inothercountries, torevitalizeourowneffortsatcitizenshipeducationfordemocracy (ibidem, 337).

  21. It is the Rhetoric that informs us about the cognitive features of language and style. From the structure of Rhet. I & II we focus on the first division that consists ofthe distinction among the three means of persuasion: • The speech can produce persuasion either • a) through the character of the speaker, • b)the emotional state of the listener, or • c) the argument (logos) itself • In our case the issue is about the argument (logos) itself

  22. In semiotics,the figurative / thematic / axiological analysis which is based on a semantic typology formulated by Greimas, it is also used. An element of content (a seme or an isotopy) may be figurative, thematic or axiological

  23. Analysis • The aim of this analysis is to highlight the typology of “syllogismos” that has been used by Greek students in order to reveal the functions of their “language” and their comprehension about the specific political issue • We are wondering whether the thematic of the economical crisis is characterized by its strictly conceptual nature: i.e economics is a theme, and its various concrete manifestations are education, health system, government systemetc.

  24. Examples of Student’s Discourse • Economic crisis as a social crisis However, I firmly believe that the problem of Greece is not the economic crisis. The problem of Greece is a deep social crisis • Economic crisis as a moral crisis / loss of national identity / responsibility of EU citizens So in times of crisis - not only economic but moral – States must maintain a balance, and there is arisk of a major cultural deterioration and loss of national identity

  25. Examples of Student’s Discourse The financial crisis in the context of migration Now we are at a critical juncture in the economy and there is a crisis so, I can not understand why an economic migrant would come in Greece Economic crisis because of American influence We tend to give high priority to thefinancial crisis, worrying about the economy, we give weight to the money we pay, once the country enters a phase of concern and controversy because of bad influences and ideas motivated by others, mainly America

  26. Results • According to the rational thinking and the analysis of Greimas we find that students define the financial crisis using causality, metaphors and evaluations • In the total of 33 students’ statements the direct references in financial crisis are 14.

  27. Results Students use causality in syllogismos, relating the financial crisis to • the absence of art education • the field of social, political, environmental, ethical, moral, cultural alienation • the context of Greek militarism and nationalism • the context of immigration • the absence of tourism

  28. the absence of geopolitical strategy • the absence of alternative ecological sources • the traditional greek family’s context • the unemployment • the Greek educational system • the Medicare • the absence of respect to democracy • the american impact

  29. Metafors-dipolic notions STUDENTS USE METAFORS in order to define the financial crisis through contradictions as • Muck vs clean • Deep vs superficial • Destruction vs creation • Death vs life • Monologue vs dialogue • Obedience vs authority • Anarchic vs class

  30. Evaluations They also use evaluations in order to clarify the financial crisis as • Imprudencevs Logical • Imprudence vsProvidence • Imbalance vs Equilibrium • Danger vs Safety • Loss vs Preservation • Shortage vs Surplus • Difficulty vs Opulence • Regional vs Central

  31. Discussion • Students realize the social and political dimensions of the financial crisis in the level of global and national impacts • They focus on the national causes • They have proposals as far as it concerns the Education

  32. The figures and themes of the financial crisis derive from an axiology: They are correlated with a value in the category of euphoria/dysphoria (or in non-technical terms, pleasure/displeasure or positive/negative

  33. In student's syllogisms appears that the financial crisis cancels the economic, cultural and ideological globalization • Many researchers have already defined the nature of the financial crisis as the nature of capitalism and globalization • Alain Soupiot, 2005 Homo juridicus, Essaisurlafonctionanthropologiquedudroit, Seuil

  34. Nevertheless students don’t understand the meaning of social justice “working is not a commodity and economy doesn’t have an end in itself” • Alain Soupiot, 2010, L’ esprit de Philadelphie, Seuil

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