Snow White in Hellenic primary classrooms: children’s responses to non-traditional gender discourses

This paper sets out to investigate how children make sense of and negotiate non-traditional gender discourses promoted through the feminist version of the fairytale of Snow White. The research was based on work with 120 pupils aged 9–11 years old in 2 Athenian primary schools. The data were collected through semi-structured group interviews. The findings suggested that schoolchildren gave conflicting accounts in relation to gender discourses and identities. There is a strong indication that girls of this age are more prepared than boys to challenge traditional gender discourses.     

Integration und Suche in digitalen Bibliotheken: Ein logikbasierter Ansatz

Zusammenfassung.   In diesem Beitrag wird eine „digitale Bibliothek” definiert als informationelle Umgebung, in der in integrierter Form verteilte Informationsquellen zug?nglich sind. Die Suche ist normalerweise ein interaktiver Proze?, in dem verfügbare Informationen in unterschiedlichen Formaten und in unterschiedlichen Kontexten benutzt werden. Ein wichtiges Forschungsthema im Bereich digitaler Bibliotheken ist daher der Entwurf anwendungsspezifischer Methoden für den Zugang zu heterogenen Wissensquellen, die sich bzgl. Thema, Format, Verfügbarkeit, Qualit?t und vieler anderer Eigenschaften stark unterscheiden k?nnen. Um dieser Anforderung gerecht zu werden, müssen die eingesetzten Information-Retrieval-Systeme eine sehr pr?zise Suche erm?glichen. Dabei reicht es nicht aus, lediglich Dokumente und Daten nachzuweisen, vielmehr müssen die gefundenen Informationen im Kontext des Informationsbedarfs des Benutzers eingebunden sein. Für diese Aufgabe schlagen wir Retrieval-Methoden vor, die auf abduktiver Logik basieren. Eingegangen am 19. Januar 1998 / Angenommen am 28. Juli 1998     

Young people’s relationship to education: the case of Greek youth

The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society.