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2. , !2 3. 5 ..6 ABSTRACT..8 . .91 9 1.1. 9 1.2. ......................................................13 1.3. ..14 1.4. .14 1.5. ..16 1.6. .162 18 2.1. : ..28 2.1.1. 19 ...29 2.1.2. 20 ...33 2.1.3. 21 .393 .46 3.1. /: ..47 3.2. / .50 3.3. : ...52 3.3.1. .52 3.3.2. : ..56 3.3.3. ....58 3.4. ...59 3.5. : ...613 4. . ..654 65 4.1. ...67 4.2. ..67 4.2.1. .67 4.2.2. 70 4.2.3. -72 4.2.4. 80 4.2.5. ..895 91 6 .93 6.1. ..93 6.2....957 ..106 7.1.- ..107 7.2. 1124 5. , , , . . , , , . , , , , , , . / - . , , . . , - , ; , , , /-, , ; , , ; . ,, , . ! ! ..5 6. . . , . , , - . , 2007 60.000.000 , 1, , , (Vryonides, 2007). , , , , , . , (-) . - - 1 , 24/11/2007. : http://www.isotita-epeaek.gr/imerisiosTypos/Ekpedeusi/sixty_millions_women.pdf (1/5/2010) .6 7. ./ /, , , , ,,/ .7 8. BSTRACT Education was and still is considered a fundamental factor in social and economic development of individuals. This perception was reinforced in modern times by the changing speed of the economic and social developments at international level. The new conditions that were shaped require now, more than ever, the adoption of the ideal by the people for a lifelong learning, organization and operation from each state of programs of lifelong education, founded on the principle of the right to education for all at any time of their lives. This principle, however, has often been misused and abused -and still is- from the very beginning and this is a fact highlighted by the adoption of the gendered perspective in general education and lifelong learning in particular. So, according to Amnesty International in 2007 60.000.000 women were not accounted for in the world because they were considered to be unnecessary for the society in which their parents lived in. In this society, when girls are born, they face discrimination in school and eventually adopt and in turn reproduce social stereotypes of inequality in the societywheretheylive(Vryonides,2007).This, then, thesis built upon the work of important feminist theorists, who have dealt with the emergence of racial data in education at all levels, and also theorists of lifelong learning, will strive to point out the gendered nature of educational process in lifelong learning. Additionally, ideas will be presented on the (in-) effectiveness of measures taken occasionally by the European Union and the Greek state to combat racial inequality. In the second part of this thesis the survey data conducted has attempted to detect and confirm the gendered nature of lifelong education in Greece, and especially in the prefecture of Thessaloniki, within the outline of the participants profile of both sexes in such programs.8 9. 1. 1.1 , (Smith,1997). , (..). , (Ramachandran V., 1997). , , , , , , 20 , ( .,1999), . , , , , ( ., 1997), (Edwards, et al., 1998 Jarvis, 2001 Cross, 1981). , , , , , , , 9 10. , . (UNESCO,1976. : Rogers, 1999:56) ,, , , (Jarvis, 2004a). , , , (Darkenwald &Merriam, 1982. : Chin, 2007), (Thompson, 2000 Cunningham, 1988) . (Tennant, 2005. : . (..)). , , , (Knowles, 1990 Guglielmino, 1991), (Mezirow, 2007) , , . (Usher & Solomon, 1999) , , , ... (, , 2006) . , :10 11. . - , , . , , , (, & , 2001 .,1999 , 2001 ). , , , ,, . , , . , . . . , , .. , , , , , (, 2002). , , , , , , . , , , , , , .., . , 11 12. (, , , ), . , , , , , . , () , -- , . . , , , ( ) , , , , , . , (, 2002) , .. . , (Learning and Skills Council, 2001). . , , , . , , 12 13. , , , , , (JohnsonBailey, 2002). , , , (Introduction,1997:3. : Medel-Anonuevo. (ed) 1997 , 2006) (OECD, 2002). , - - (Thompson, 1983), (Thompson, 1995). , , (Lowe,2001. : McKeracher, D., Suart T. & Potter J., 2006 .., 2005).1.2. , , (Delors, 1996) - , ( , 2006) /- (Cross, 1968 Thompson,1995 Stalker,1997 Home & Hinds, 2000 Vryonides & Zembylas, 2008). , , 13 14. , .1.3. , : 1. ; 1.. ; 1.. - ; 1.. ; 2. , ; 2.. , ; 3. , ; 3.. ; 3.. , ; 3.. ;1.4. , , . 14 15. . , , . , , . , - . . : ) , ) , ) , . , , . 52 70 17 , 69 . , . - 2010. , . . , .15 16. 1.5. . , , . , , , . , , , . . . , .1.6. , . , : 1. , 2. : 19, 20 21 , 3. , 4. , 5. , 6. 16 17. , 7. , 8. . . , , .17 18. 2. . , , 2 3, 2 . - 2006-2010- ( , 2006). , (Spender & Sarah, 1980 Arnot & Mac an Ghail, 2006 Skelton & Francis, 2009. : ..) , (Delamont, 1990-,1994 .,2001). , , , - - (, ..). , , (Cross, 1968:1)2, . , , , 2 (hompson, 1995), Cross : (COLLEGEWOMEN: A RESEARCH DESCRIPTION) 1968 .18 19. (..), , . , (Leaper, 2000. : & , 2008), (-,1997 Skelton,1997 - , . ., 2001 , 2005 . ., 2001). 3 . , , , , (Liberal) , - (Marxistsocialist),(Radical) (Post-structural) (, 1994), (Black feminism) (,2005). , , . , , (, 2002). , , 19 20, 3 Middleton (1987), The sociology ofwomens education as a field of academic study, (: , 2005).19 20. . , , , , , (..), . - - (Sayers, 1982 Middleton, 1987), , (Beasley, 1999). , , , (, 1992:15 , 1992). , 4 ( ., 2001). 70, 20 , , , , , (Middleton, 1987). . , , , 4 , (, ..).20 21. ( ., 2001). , (, 2002), (- , 1994) , , . , , (,1992). , - 5 , . , , , (, 2005). , , , , , , , (Deem, 1978. : -, 1994). 5 / . , , , , , . (Middleton, .., . 87).21 22. . , . , , , , (-, 1994). , , . , , (Beasley,1999). - 70- , . , () . , (gender) . Ann Oakley (1972) 1975, (, 1994:24). , Oakley (: 22 23. , ..) , . , (Arnot & Mac an Ghaill, 2008 UNESCO, n.d.). , , , , , , , . , , , , , , , (Lerner, 1996:238). . , , . , , , - , , - , (Beasley, 1999). 23 24. , . , Oakley (Dillabough, 2008:34)