The Effects of Dominant Ideology on Teachers¡¯ Perceptions and Practices towards the ¡°Other¡±

Konstantinos Nikolaos Vasileiadis, Konstantinos Alexandros Tsioumis and Argyris Kyridis

International Journal of Learning and Development, 2013, vol. 3, issue 1, 33-48

Abstract: In this study the aim is to show the role of dominant ideology as a co ¨Ccreative condition of teacher¡¯s perceptions and their influences on the confronting and managing practices of the ¡®Other¡¯. According to the admission that the intercultural educational programs often downgraded and recanted by the dominant perceptions and ideology, this research attempts to highlight the impact of dominant ideology as the everyday, non-rethinking experienced ideology. We admit the negative role of dominant ideology as a director of teacher¡¯s perceptions and practices. Using the conceptual framework (Multicultural Teacher Education Framework) that Cochran-Smith suggests, the research examines the teacher¡¯s perceptions both about the ¡®Other¡¯, the school role and the cooperative culture development. The research took place in spring 2011. The 102 Greek teachers who participated in the research were asked to declare their acceptance degree for a number of perceptions and practices. Keywords- dominant ideology, intercultural education, teacher¡¯s perceptions

Date: 2013
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.macrothink.org/journal/index.php/ijld/article/download/3132/2661 (application/pdf)
http://www.macrothink.org/journal/index.php/ijld/article/view/3132 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:mth:ijld88:v:3:y:2013:i:1:p:33-48

Access Statistics for this article

International Journal of Learning and Development is currently edited by Hugh Butler

More articles in International Journal of Learning and Development from Macrothink Institute
Bibliographic data for series maintained by Technical Support Office ().