'After hours' schools as core to the spatial politics of 'in-betweenness'
- Authors: Tsolidis, Georgina , Kostogriz, Alex
- Date: 2008
- Type: Text , Journal article
- Relation: Race Ethnicity and Education Vol. 11, no. 3 (2008), p. 319-328
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- Description: In this article the authors draw on a larger study in which their overall concern is to illustrate how diasporic identifications develop through a range of scales related to self, family, community, nation and beyond. They consider the Melbourne Greek community as an exemplar of diasporic experience and use it as a case study for their investigation, which is aimed at exploring how transcultural literacies relate to spaces which complicate and enrich identifications. In this article they consider the role of 'after hours' schools in the shaping of diasporic identities. These are community-based schools where Greek language and culture is taught. Commonly, classes are held on Saturday morning or in the evenings during the week. Such schools operate in classrooms that are rented from 'real' schools. By existing in spaces that are commonly occupied by mainstream day schools, students who attend 'after hours' schools experience a form of marginalisation that is also a right of passage. Here the authors argue that such 'in-between' spaces assist with the formation of 'in-between' identities that are emblematic of globalization.
Australian multicultural education: Revisiting and resuscitating
- Authors: Tsolidis, Georgina
- Date: 2008
- Type: Text , Book chapter
- Relation: The Education of Diverse Student Populations: A global perspective p. 209-225
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Being a 'Wog' in Melbourne - Young people's self-fashioning through discourses of racism
- Authors: Tsolidis, Georgina , Pollard, Vikki
- Date: 2009
- Type: Text , Journal article
- Relation: Discourse Vol. 30, no. 4 (2009), p. 427-442
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- Description: The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies 'diasporic' in contradistinction to 'migrant'. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students' explorations of their cultural identifications, most specifically how they adopt the term 'wog'. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of 'wog' involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between 'wog' and protest masculinities. We argue that these students' use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation. © 2009 Taylor & Francis.
- Description: 2003007964
Community, work and learning
- Authors: Tsolidis, Georgina
- Date: 2012
- Type: Text , Book chapter
- Relation: International Handbook of migration, minorities and education - Understanding cultural and social differences in processes of learning p. 641-658
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- Description: This chapter explores the current ideological ethos of the Greek-Cypriot national curriculum and its implications for multicultural education understandings. Cyprus has been and still remains a deeply divided (and segregated) society due to the protracted nature of conflict between Greek Cypriots and Turkish Cypriots. The goal of this chapter is to map the curriculum dynamics, mainly in subjects that are important to issues of identity and culture (specifically, Modern Greek Language, History and a special subject called ‘I Know, I Don’t Forget and I Struggle’), of the national curriculum for primary education (implemented since 1996) and discuss the potential consequences for multicultural education in light of the increasing presence of various minorities in Cyprus. This analysis is important at this point and time because there are efforts for comprehensive curriculum reform and thus it is valuable to clarify the theoretical assumptions and implications of existing curriculum dynamics.
- Description: 2003009310
Dressing the national imaginary: Making space for the veiled student in curriculum policy
- Authors: Tsolidis, Georgina
- Date: 2011
- Type: Text , Book chapter
- Relation: Curriculum in Today's world p.
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Gender, youth and culture : Young masculinities and femininities
- Authors: Tsolidis, Georgina
- Date: 2009
- Type: Text , Journal article
- Relation: European Journal of Cultural Studies Vol. 12, no. 2 (2009), p. 252-+
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Home space: Youth identification in the Greek diaspora
- Authors: Tsolidis, Georgina , Pollard, Vikki
- Date: 2010
- Type: Text , Journal article
- Relation: Diaspora, Indigenous, and Minority Education Vol. 4, no. 3 (2010), p. 147-161
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- Description: This article presents an in-depth, small-scale qualitative study of a Hebrew-Russian bilingual family with 8 children, and compares the parents' perspective on the family language policy with their children's evaluation of it. Spolsky's (2004, 2009) model of language policy enables tracing the development of the parents' language ideology and management, and unveils discrepancies between the parents' conscious efforts to transmit the heritage language and the actual language practice in the family. The study also refers to a structural contact-linguistic analysis (Myers-Scotton, 2002) of the child-parent bilingual discourse and its implications for family language policy. In the practical aspect, the results of the case study may be instructive to minority parents committed to maintenance of a heritage language in their families.
Interculturalism, meaning and identify
- Authors: Tsolidis, Georgina
- Date: 2012
- Type: Text , Book
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Introduction
- Authors: Tsolidis, Georgina
- Date: 2011
- Type: Text , Book chapter
- Relation: Identities in Transition p. 1-6
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- Description: 2003009314
Is there anything better than working class?
- Authors: Tsolidis, Georgina
- Date: 2015
- Type: Text , Book chapter
- Relation: Bread and Roses: Voices of Australian Academics from the working class p. 119-129
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Learning difference in the diaspora - sharing sacred spaces
- Authors: Tsolidis, Georgina
- Date: 2012
- Type: Text , Book chapter
- Relation: International handbook of migration, minorities and education p. 641-657
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- Description: In the immediate post World War Two period, Australian nation building relied on immigration to enact industrialisation. The place in contemporary Australia, of those whose families came from southern Europe during this period is a gauge for the success of an immigration programme that contributed to enormous demographic shifts. The experiences of the Melbourne Greek community represent the place of cultural diversity in the Australian social imaginary. Public pedagogies of belonging and how these manifest through spaces that link with national representations are examined. The Melbourne Shrine of Remembrance is positioned as a sacred space. It is symbolic of Australian nationhood through its links with the ANZAC tradition. Processions to the Shrine occur regularly and young people, through their schools, participate. The Melbourne Greek community marches to the Shrine to mark Greece’s National Day. On these occasions, young people become the focus of commemorative activities, thus the Shrine becomes a sacred space for inducting students into various national narratives. Here the focus is on how such occasions engage with the social imaginary of Australianness and through it, diasporic students’ identification.
- Description: 2003009311
Living diaspora "back home" : Daughters of Greek emigrants in Greece
- Authors: Tsolidis, Georgina
- Date: 2009
- Type: Text , Book chapter
- Relation: Women, gender, and diasporic lives : Labor, community, and identity in Greek migrations Chapter p. 181-196
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- Description: 2003008012
Memories of home : Family in the diaspora
- Authors: Tsolidis, Georgina
- Date: 2011
- Type: Text , Journal article
- Relation: Journal of Comparative Family Studies Vol. 42, no. 3 (2011), p. 411-420
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- Description: This article draws on long-term work on diasporic identification whereby the Greek community is used as an exemplar of diaspora. A particular focus of this work has been the maternal and the role women play in transferring cultural identity between nations and between generations. In this context, diasporic identification is understood in Hall's sense of invoking a past and evoking a future personal becoming. Qualitative research has been carried out in Australia and Canada and with 'return migrants' in Greece. These women invoke their parents' memories of 'home' and their own memories of growing up as migrants to evoke new cultural identities for their own children. In this sense, their family becomes a transnational space in which memories manufacture futures. Feminist theory is used to reflect on the tensions these women experience because family can be both a potential source of oppression because of patriarchy, and a potential source of support against xenophobia.
Mirroring absences: spatiality and the school of minorities
- Authors: Tsolidis, Georgina
- Date: 2011
- Type: Text , Book chapter
- Relation: Interculturalism, meaning and identity p. 117-127
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- Description: In March 2011 scholars met in Prague at the conference Interculturalism, Meaning and Identity. This event revitalised this important theme related to Diversity and Recognition. The terms 'interculturalism' and 'integration' are experiencing a renaissance. As the extent of human movement between nations increases attempts are made to balance cultural difference and social cohesion. In some contexts immigration and settlement policies are becoming more draconian in response. Because of this, interculturalism can take on many meanings. However, pivotal to the way interculturalism is understood is identification. As the relationship between nation, ethnicity and language becomes more complex so too do the ways in which people represent them selves. The cultural resources drawn on and the processes used to form identities are examined in this truly international collection. So too are the implications of these developments for how we theorise culture, meaning and identity.
- Description: 2003009315
Paideia, values and multiculturalism
- Authors: Tsolidis, Georgina
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 19th Conference of the International Association of Greek Philosophy - Paideia: Education in the Global Era, Samos, Greece : 15th-21st July 2007 p. 229-237
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- Description: 2003006743
Re-deploying techniques of pastoral power by telling tales on student teachers
- Authors: Tsolidis, Georgina , Pollard, Vikki
- Date: 2007
- Type: Text , Journal article
- Relation: Teaching Education Vol. 18, no. 1 (2007), p. 49-59
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- Description: This paper draws on interviews undertaken with second year student teachers. They describe their motivations for wishing to enter the profession and imagine the type of teacher they wish to become. These student teachers express a desire to make a difference as strong motivation for wanting to enter the profession. This is not uncharacteristic. Here we explore this motivation as possibly illustrative of an uncritical adoption of teacher subjectivities underpinned by notions of pastoral power. The argument is made that current debates that reinscribe the binary between teacher as 'moral' and teacher as 'market-orientated' may make teacher subjectivities premised on pastoral power a more intuitive and attractive choice. The desire to make a difference can be worthwhile. However, if read as a non-reflexive expression of pastoral power, it can also risk consolidating teachers as knowing what is best for students and students as disempowered. In this context, these interviews are used as a means of telling tales on student teachers in order to reflect on our own practices as teacher educators. What do their words tell us about the ways the profession is being imagined in the current social context? How do students' tales reflect the messages transferred through our own classes? And finally, how can retelling these tales help to create practices that are more responsive to students' motivations and imaginings and the current professional contexts? We argue that it is important to explore techniques of pastoral power and the potential for these to delimit rather than expand multiple subjectivities within teacher education. Telling tales on student teachers, in this context, is a means of reflecting on our own practices as teacher educators and is an apt beginning and integral part of this redeployment of techniques of pastoral power.
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- Description: 2003004991
Simpson, his donkey and the rest of us : Public pedagogies of the value of belonging
- Authors: Tsolidis, Georgina
- Date: 2010
- Type: Text , Journal article
- Relation: Educational Philosophy and Theory Vol. 42, no. 4 (2010), p. 448-461
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- Description: At the heart of this paper is an exploration of belonging and how this is assumed to connect with a set of values represented as national. There is a particular interest in the relationship between these values and education. Because the significance of the learning that occurs through the public domain outside educational institutions such as schools is assumed, several cultural texts are examined in order to consider public pedagogies of Australianness including iconic displays such as those associated with the Sydney Olympics and the Melbourne Commonwealth Games. Media reports surrounding the Cronulla riots are also examined as a means of understanding the values associated with non-belonging. These cultural texts are considered along side curriculum and policy concerned with values education. Through an exploration of the imaginary, the argument is made that in relation to ethnic difference, an hegemonic narrative has remained at the core of how Australianness is represented, despite multicultural incursions and fears about the cultural dissipation associated with globalisation and so-called postmodern fragmentation. © 2010 The Author. Journal compilation © 2010 Philosophy of Education Society of Australasia.
The (im)possibility of poststructuralist ethnography : Researching identities in borrowed spaces
- Authors: Tsolidis, Georgina
- Date: 2008
- Type: Text , Journal article
- Relation: Ethnography & Education Vol. 3, no. 3 (2008), p. 271-281
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- Description: The notion of site is critical to ethnography and provides a sense of spatial stability - somewhere the researcher enters in order to research what is contained within. Using contemporary understandings of space, the author reflects on two studies to explore the (im)possibility of poststructuralist ethnography. The first study was undertaken in a 'real' school utilising a multi-method approach over a long period of time. The other was conducted in community-based schools where minority language and culture are taught. Such schools operate on a part-time basis and are often referred to as 'after hours' schools. These operate, as if by stealth, in borrowed spaces - schools not in use by their normal classes, during normal school times. The nature of these schools necessitated utilising different research approaches. The almost transient nature of 'after hours' schools reinforce temporal-spatial instabilities as critical to understanding site as social rather than fixed. [ABSTRACT FROM AUTHOR] Copyright of Ethnography & Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Description: 2003006335
The only blonde in the playground: School choice and the multicultural imaginary
- Authors: Tsolidis, Georgina
- Date: 2015
- Type: Text , Book chapter
- Relation: Cultural, Religious and Political Contestations: The Multicultural Challenge p. 119-134
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- Description: The title of this chapter draws on a comment made by a colleague explaining her choice to leave inner city Melbourne and move to a country town. She did not want her son to be the “only blonde in the [school] playground”. Unlike many suburbs of Melbourne that are home to large ethnic minority communities (commonly not blonde), regional Victoria is imagined ‘white’. This evocative comment is taken as a starting point for an exploration of how markets and school choice intersect with cultural difference to make some schools more or less desirable in the public imagination. Current debates in the press about which students have access to sought-after Government schools are drawn on to illustrate the salience of ethnicity in representations of schools and their communities and the impact of this on decision-making about school choice. Drawing on Foucault’s notion of heterotopian space, the argument is made that with regard to the constitution of a “good” school, some ethnicities are seen as more valuable than others because they achieve good results. However, if high-achieving “non-white” students are seen as “taking over” a school this can shift the balance the other way. © Springer International Publishing Switzerland 2015.
Transcultural literacy : Between the global and the local
- Authors: Kostogriz, Alex , Tsolidis, Georgina
- Date: 2008
- Type: Text , Journal article
- Relation: Pedagogy, Culture and Society Vol. 16, no. 2 (2008), p. 125-136
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- Description: In this paper the authors draw on a larger project related to diasporic identification in order to explore the concept of transcultural literacy. They argue that transcultural literacy grows out of border-crossing dynamics that extend beyond the binaries of 'us' and 'them' as these are lived within and between nations. In this way it is responsive to, and reflects, the various shifts between the local and the global; between place and space. Transcultural literacy is inseparable from social and cultural practices of meaning- and identity-making on the fault-line between various and often competing cultures. This model of transcultural literacy uses theorisations of space to connect textual practices to the construction of hybrid identities. In so doing, it offers an alternative to models of literacy premised on liberal or neo-conservative understandings of cultural difference. In this paper, we explore transcultural literacy in relation to current literacy debates.
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