The Right to Choose: Political Discourses, Ideological Connotations and Their Impact on Reforms Regarding the 'Entrance System' to Higher Education, in Greece

Autor/inn/en	Oudatzis, Nikolaos M.; Tzikas, Konstantinos D.
Titel	The Right to Choose: Political Discourses, Ideological Connotations and Their Impact on Reforms Regarding the 'Entrance System' to Higher Education, in Greece
Quelle	In: Journal for Critical Education Policy Studies, 19 (2022) 3, S.386-431 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oudatzis, Nikolaos M.) ORCID (Tzikas, Konstantinos D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Political Attitudes; Ideology; Educational Change; Postsecondary Education; Access to Education; Foreign Countries; Admission Criteria; Admission (School); Equal Education; Educational Policy; Educational Legislation; Discourse Analysis; History; Greece + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Ideologie; Bildungsreform; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Diskursanalyse; Geschichte; Geschichtsdarstellung; Griechenland
Abstract	Changing the system allowing access to Tertiary Education is a top priority of Greek governments; it often has a fragmentary character without parallel systemic interventions. The recent (2021) enactment of the 'minimum admission base' to Tertiary Education is a renewed version of a similar reform by the same governing party back in 2005, reflecting the timelessness of the issue and the strong signifying ideological grounds. The urgency for reformation is created using prosaic excuses indicating an educational crisis, with references to a long-standing 'pathology' of symptoms and obsolete obsessions that prevent any prospects for growth in the country. Employing the discourse-historical approach (DHA), we analyse the role of language in constructing and presenting problematics on the quality of students entering Tertiary Education, the establishment of a necessary political initiative and collateral process naturalising and legitimising solutions which superficially reinforce aspects of educational and social inequality. Reframing the argument within a contemporary context highlights their deep roots in given ideological references despite efforts to depoliticise the matter and its consequent, political and social, implications due to the selection and allocation of the student population. We confirmed the attempt to depoliticise the matter by exploiting the rhetorical use of language, the role of texts to convince public and interested masses by constructing a narrative of qualitative upgrading of educational output as a naturalised and self-evident intervention so as to disengage it from related socio-economic aspects and consequences. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01