The basic aim of this paper is to specify in what extent the current L1 curricula of compulsory education in Greece incorporate students’ subjectivities (their lived experiences, views, beliefs, their interpretation of the world) fostering agency or opt for the reproduction of the socially dominant discourses (national culture and language).
Adopting the theoretical framework of multiliteracies (The New London Group 1996, Cope & Kalantzis 2000) that proposes a pedagogy that opts for processes providing students with access to knowledge without them having to erase or abandon their different subjectivities, we define curriculum’s properties that promote a dialogue of dominant ways of knowing and other marginal discourses and form a curriculum culturally open yet socially purposeful (Cope & Kalantzis 1993).
After conducting qualitative content analysis (Mayring 2000; 2003) of the current L1 curricula, we reached interesting conclusions: while in lower grades (pre-school education and primary school) the curriculum seems to allow students to express both personal experiences and their views (although this orientation is somehow undermined by the same curriculum) promoting variety and diversity - up to a certain extent, in secondary education, where the framework becomes more restrictive due to specific reasons that are analysed, pluralistic practices have no place not even as intentions and the dominant discourses have to be learned and reproduced. Of course, by reproducing socially acceptable patterns, the student effectively reproduces world views reflected and social relationships embodied therein (Luke 1996).
|Keywords:||Students’ Subjectivities, Dominant Discourses, Multiliteracies, Pedagogy of Pluralism|
Lecturer, University of Crete, Rethymnon, Greece
Lecturer, Faculty of Early Childhood Education, University of Athens, Athens, Greece
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