Advertisement

Heteropolitical Pedagogies: Citizenship and Childhood—Commoning Education in Contemporary Greece

  • Yannis Pechtelidis
Chapter
Part of the Studies in Childhood and Youth book series (SCY)

Abstract

This chapter explores an alternative option in education, pedagogy and children’s participation in public life and citizenship in contemporary Greece. It describes the everyday life of both a public elementary school and a pedagogical community run by its members. It argues that each is underpinned by the commons heteropolitical ethics and logic, despite their differences. In particular, they share a common resource: education. The chapter critically discusses the contributions of the pedagogical social realities of the study to the empowerment of children’s status, and the embodied subjective features that are crafted within these heteropolitical sites. It is especially focused on the intergenerational construction of citizenship, and the production of a heteropolitical habitus of the commons within these specific pedagogical and educational groups.

References

  1. Bath, C., & Karlsson, R. (2016). The ignored citizen: Young children’s subjectivities in Swedish and English early childhood education settings. Childhood, 23(4), 554–565.  https://doi.org/10.1177/0907568216631025.CrossRefGoogle Scholar
  2. Biesta, G. (2010). Learner, student, speaker. In C. Bingham & G. Biesta (Eds.), Jacques Rancière. Education, truth, emancipation (pp. 133–144). Continuum: London/New York.  https://doi.org/10.5040/9781472546975.Google Scholar
  3. Biesta, G. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education, 30(2), 141–153.  https://doi.org/10.1007/s11217-011-9220-4. CrossRefGoogle Scholar
  4. Birzea, C. (2005). European citizenship as a cultural and political construct. Journal of Social Science Education, 3 (Special Edition—European Year of Citizenship through Education). Retrieved September 2, 2016, from http://www.jsse.org/2005/2005-3/birzea-european-citizenship-as-a-cultural-and-political-construct
  5. Bollier, D. (2014). Think like a commoner, a short introduction to the life of the commons. Gabriola Island: New Society Publishers.Google Scholar
  6. Bollier, D., & Helfrich, S. (Eds.). (2012). The wealth of the commons: A world beyond market & state. Amherst: Levellers Press.Google Scholar
  7. Bourdieu, P. (1977). Outline of a theory and practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  8. Bourdieu, P. (2000). Pascalian meditations. Cambridge: Polity.Google Scholar
  9. Callan, E. (1997). Creating citizens. Oxford: Oxford University Press.  https://doi.org/10.1093/0198292589.001.0001.CrossRefGoogle Scholar
  10. Cockburn, T. (2007). Partners in power: A radically pluralistic form of participative democracy for children and young people. Children and Society, 21(6), 446–457.  https://doi.org/10.1111/j.1099-0860.2006.00078.x.CrossRefGoogle Scholar
  11. Cockburn, T. (2010). Children and deliberative democracy in England. In B. Percy-Smith & N. Thomas (Eds.), A handbook of children and young people’s participation perspectives from theory and practice (pp. 306–317). New York: Routledge.  https://doi.org/10.4324/9780203871072.Google Scholar
  12. Cockburn, T. (2013). Rethinking children’s citizenship. Basingstoke, UK: Palgrave Macmillan.  https://doi.org/10.1057/9781137292070.CrossRefGoogle Scholar
  13. Cunningham, S., & Lavalette, M. (2004). ‘Active citizens’ or ‘Irresponsible truants’? School student strikes against the war. Critical Social Policy, 24(2), 255–269.  https://doi.org/10.1177/0261018304042002.CrossRefGoogle Scholar
  14. Dardot, P., & Laval, C. (2014). Commun. Paris: La Découverte.Google Scholar
  15. Davies, L. (2010). “Citizenship.” Education and contradiction. British Journal of Sociology of Education, 22(2), 299–308.  https://doi.org/10.1080/014256901200549024.CrossRefGoogle Scholar
  16. Dean, M. (2009). Governmentality. Power and rule in modern society. London: Sage.Google Scholar
  17. Durkheim, E. (2008). The elementary forms of religious life. Oxford: Oxford University Press.Google Scholar
  18. Eyerman, R., & Turner, B. S. (1998). Outline of a theory of generations. European Journal of Social Theory, 1(1), 91–106.  https://doi.org/10.1177/136843198001001007.CrossRefGoogle Scholar
  19. Feinberg, W., & McDonough, K. (2003). Citizenship and education in liberal-democratic societies: Teaching for cosmopolitan values and collective identities. Oxford: Oxford University Press.Google Scholar
  20. Foucault, M. (1984). What is enlightenment? In P. Rabinow (Ed.), The Foucault reader (pp. 32–50). New York: Pantheon Books.Google Scholar
  21. Foucault, M. (1986). Of other spaces. Diacritics, 16(1), 22–27.CrossRefGoogle Scholar
  22. Foucault, M. (1991). Governmentality. In G. Burchel, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality (pp. 87–104). London: Harvester Wheatsheaf.Google Scholar
  23. Foucault, M. (1995). Discipline & punish: The birth of the Prison. New York: Vintage Books.Google Scholar
  24. Foucault, M. (2010). The birth of Biopolitics: Lectures at the collège de France, 1978–1979 (Lectures at the College de France). New York: Palgrave Macmillan.Google Scholar
  25. Hardt, M., & Negri, A. (2012). Declaration. New York: Argos.Google Scholar
  26. Hess, C., & Ostrom, E. (Eds.). (2011). Understanding knowledge as a commons from theory to practice. London: The MITpress.Google Scholar
  27. Heynen, H. (2008). Heterotopia unfolded? In M. Dahaene & L. D. Cauter (Eds.), Heterotopia and the city. Public space in a post-civil society (pp. 311–324). New York: Routldege.  https://doi.org/10.4324/9780203089415.Google Scholar
  28. Isin, E. F., & Wood, P. K. (1999). Citizenship and identity. London: Sage.  https://doi.org/10.4135/9781446218129.Google Scholar
  29. Jans, M. (2004). Children as citizens: Towards a contemporary notion of child participation. Childhood, 11(1), 27–44.  https://doi.org/10.1177/0907568204040182.CrossRefGoogle Scholar
  30. Jenks, C. (1996). Childhood. London: Routldege.Google Scholar
  31. Kioupkiolis, A., & Pechtelidis, Y. (2017). Youth heteropolitics in crisis-ridden Greece. In S. Pickard & J. Bessant (Eds.), Young people and new forms politics in times of crises: Re-generating politics. Basingstoke: Palgrave Macmillan.  https://doi.org/10.1007/978-3-319-58250-4.Google Scholar
  32. Kymlicka, W., & Norman, W. (2000). Citizenship in diverse societies. Oxford: Oxford University Press.  https://doi.org/10.1093/019829770x.001.0001.CrossRefGoogle Scholar
  33. Lazzarato, M. (2014). Signs and machines. Capitalism and the production of subjectivity. Cambridge: Semiotext(e)/The MIT Press.Google Scholar
  34. MacNaughton, G., & Smith, K. (2009). Children’s rights in early childhood. In M. J. Kehily (Ed.), An introduction to childhood studies. Berkshire: Open University Press.Google Scholar
  35. Μakrinioti, D. (2012). Redefining childhood: A discussion about the limits, protection and autonomy. In E. Kourti (Ed.), Childhood and the mass media (in Greek) (pp. 47–69). Athens: Herodotos.Google Scholar
  36. Mannheim, K. (2001). The problem of generations. In P. Kecskemeti (Ed.), Essays on the sociology of knowledge: Collected works, volume 5 (pp. 276–322). New York: Routledge.Google Scholar
  37. Marshall, T. H. (1950). Citizenship and social class. Cambridge: Cambridge University Press.Google Scholar
  38. Mayall, B. (2015). Intergenerational relations: Embodiment over time. In L. Alanen, E. Brooker, & B. Mayall (Eds.), Childhood with Bourdieu (pp. 13–33). Houndmills: Palgrave Macmillan.  https://doi.org/10.1057/9781137384744.CrossRefGoogle Scholar
  39. Means, J. A., Ford, R. D., & Slater, B. G. (Eds.). (2017). Educational commons in theory and practice. New York: Palgrave Macmillan.  https://doi.org/10.1057/978-1-137-58641-4.Google Scholar
  40. Neil, A. (1970). Summerhill school. A radical approach to child rearing. London: Pelican Books.Google Scholar
  41. Olson, M., Fejes, Α., Dahlstedt, Μ., & Nicoll, Κ. (2014). Citizenship discourses: Production and curriculum. British Journal of Sociology of Education, 36(7), 1036–1053.  https://doi.org/10.1080/01425692.2014.883917.CrossRefGoogle Scholar
  42. Ostrom, E. (1990). Governing the commons. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  43. Patsias, A. (2016). The school of nature and colours. A story from the Fourfouras’ elementary school (in Greek). Thessaloniki: Fylatos Publishing.Google Scholar
  44. Pechtelidis, Y. (2016a). Youth heterotopias in precarious times. The students autonomous collectivity. Young, 24(1), 1–16.  https://doi.org/10.1177/1103308815595519.CrossRefGoogle Scholar
  45. Pechtelidis, Y. (2016b). Occupying school buildings in Greece of the memorandum: The discursive formations around pupils’ political activism. In C. Feixa, C. Leccardi, & P. Nilan (Eds.), Spaces and times of youth cultures in the global city. The Hague/New York: Brill.  https://doi.org/10.1163/9789004324589.Google Scholar
  46. Pechtelidis, Y., Kioupkiolis, A. & Damopoulou, E. (2015). Beyond the private and public education: Education as commons. In T. B. Thanos (Ed.), Sociology of education in Greece (in Greek) (pp. 212–223). Athens: Gutenberg.Google Scholar
  47. Pechtelidis, Y., & Stamou, G.A. (2017). The “competent child” in times of crisis. A synthesis of foucauldian with critical discourse analysis in Greek pre-school curricula. Palgrave Communications (it will be published on the 4th of July 2017).Google Scholar
  48. Percy-Smith, B. (2016). Negotiating active citizenship: Young people’s participation in everyday spaces. In K. P. Kallio, S. Mills, & T. Skelton (Eds.), Politics, citizenship and rights (Vol. 7, pp. 401–422). Singapore: Springer.  https://doi.org/10.1007/978-981-4585-57-6.Google Scholar
  49. Percy-Smith, B., & Thomas, N. (Eds.). (2010). A handbook of children and young people’s participation perspectives from theory and practice. New York: Routledge.  https://doi.org/10.4324/9780203871072.Google Scholar
  50. Rancière, J. (1991). The ignorant schoolmaster. Five lessons in intellectuall emancipation. Stanford, CA: Stanford University Press.Google Scholar
  51. Rancière, J. (2010). On ignorant schoolmasters. In C. Bingham & G. Biesta (Eds.), Jacques Rancière. Education, truth, emancipation (pp. 1–24). Continuum: London/New York.Google Scholar
  52. Rose, N. (1989). Governing the soul. London: Routledge.Google Scholar
  53. Smith, Κ. (2012). Producing governable subjects: Images of childhood old and new. Childhood, 19(1), 24–37.  https://doi.org/10.1177/0907568211401434.CrossRefGoogle Scholar
  54. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.  https://doi.org/10.3102/00028312041002237.CrossRefGoogle Scholar
  55. Woodman, D., & Wyn, J. (2015). Youth and generation. Rethinking change and inequality in the lives of young people. London: Sage.  https://doi.org/10.4135/9781473910591.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Yannis Pechtelidis
    • 1
  1. 1.University of ThessalyVolosGreece

Personalised recommendations