The Greek Educational Policy Model towards the Reinforcement of Democracy: From the Marginalized Citizen to the Active Political Individual

Kalerante E., Eleftherakis Th.


The present study is an attempt to define the legalizing process of a differentiated operational model for schools, emphasizing and reinforcing democratic values. In this respect, new organizational forms of students and teachers are being proposed, aimed at formulating a bio-political environment characterized by new communication networks—of both social and personal appeal. These will be conducive to transforming authoritative structures and domination relations into democratic forms of organization, taking into consideration the individuals’ social and cultural subjectivity within their social environment. More specifically, explicit and implicit forms of domination and authority are transcended with a focus on the forming correspondence of structures and relations, rendering democracy a new interpretation regarding its social and political content.

This proposal is expected to serve as an exemplary model for democratic education beyond the needs emanating from the Greek reality. The institutional organization and operation of the education bureaucratic mechanism is emphasized in order that schools operate as areas of consideration and political reflection on democracy.

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