Ψηφίδες ζωής

Δημοσιεύθηκε την Μάρτιος 21, 2023 από Ιωάννα Καραμαλή

Με μεγάλη μας χαρά σας προσκαλούμε στην παρουσίαση της ποιητικής συλλογής της Χριστίνας Αργυροπούλου Ψηφίδες Ζωής, την Τρίτη 21 Μαρτίου 2023 στις 19:00.

Η εκδήλωση θα διεξαχθεί στον χώρο του Έναστρον βιβλιοκαφέ (Σόλωνος 101, Αθήνα)

Το βιβλίο θα παρουσιάσουν η Τζίνα Καλογήρου, Καθηγήτρια Νεοελληνικής Λογοτεχνίας και της Διδακτικής της και ο Μανώλης Στεργιούλης, Δρ. Φιλολογίας και Σχ. Σύμβουλος Φιλολόγων.

Στην εκδήλωση θα αναφερθούν και οι επανεκδόσεις των ποιητικών συλλογών της συγγραφέως Σε πρώτο πρόσωπο και Η λέξη και η άβυσσος για τις οποίες θα μιλήσει ο Δημήτριος Χριστόπουλος, Δρ. Νεοελληνικής Φιλολογίας και συγγραφέας.

Την εκδήλωση συντονίζει η Κυριακή Πετράκου, Ομότιμη Καθηγήτρια του Τμήματος Θεατρικών Σπουδών της Φιλοσοφικής Σχολής του ΕΚΠΑ.

Αποσπάσματα από τα βιβλία θα διαβάσουν οι Κυριακή Πετράκου, Δημήτριος Χριστόπουλος και Χριστίνα Αργυροπούλου.

Η παρουσία σας θα μας τιμήσει ιδιαίτερα.

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Παρουσίαση βιβλίου – Δίχως φάλτσα η μουσική είναι καλύτερη

Δημοσιεύθηκε την Μάρτιος 22, 2023 από Ιωάννα Καραμαλή
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Κύκλοι ποίησης – Μάρτιος 2023

Δημοσιεύθηκε την Μάρτιος 21, 2023 από Ιωάννα Καραμαλή

Στα πλαίσια της Παγκόσμιας Ημέρας Ποίησης έχουμε τη χαρά να ανακοινώσουμε τη συνέχεια των Κύκλων Ποίησης.

Ποίηση, βιωματική και βιωμένη

Οι φοιτητές του ΠΔΤΕ συναντούν σύγχρονους ποιητές.

Την Τρίτη 28 Μαρτίου θα έχουμε την τιμή και τη χαρά να έχουμε κοντά μας την ποιήτρια Ασημίνα Ξηρογιάννη σε μια συνάντηση σχετική με την ποίηση υπό τον τίτλο «Δοκιμάζοντας το ποίημα». Η εκδήλωση θα συνεχιστεί με τη δεύτερη εκλεκτή προσκεκλημένη μας τη Μαρία Μπάκα, η οποία θα μας μυήσει στη slam poetry/ spoken word poetry ενώ η εκδήλωση μας θα ολοκληρωθεί με την ξεχωριστή παρουσία του Σταύρου Καρτσωνάκη, ο οποίος θα μας μιλήσει για την ποίηση και τη στιχουργική του Νίκου Γκάτσου.

Η παρουσία σας σε αυτή τη γιορτή της ποίησης θα μας τιμήσει ιδιαίτερα.

Θα ακολουθήσουν λεπτομερείς ανακοινώσεις. Αναμείνατε!

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15th lecture in the series “International Voices in Children’s Literature Studies»

Δημοσιεύθηκε την Φεβρουάριος 27, 2023 από Ιωάννα Καραμαλή

The Centre for Research on Children’s and Young Adult Literature at the Faculty of Letters of the University of Wrocław has the honor to invite you to the 15th lecture
in the series “International Voices in Children’s Literature Studies”

DATE: 15 March 2023 TIME: 19.00 (CET)
VENUE: MS Teams

If you are interested in taking part in the lecture, please contact us by email by 12 March at the following address: elzbieta.jamrozstolarska@uwr.edu.pl

Dr. Anita Wincencjusz-Patyna

JUST WHAT IS IT THAT MAKES TODAY’S POLISH ILLUSTRATIONS (NOT) SO DIFFERENT, SO APPEALING

The lecture is a presentation on recent, award-winning Polish illustrations from books for children and young adults. The reference to the title of Richard Hamilton’s famous collage, “Just What Is It That Makes Today’s Homes So Different, So Appealing?”, is not only a mere, humorous reference but also an attempt to offer a more analytical approach toward the panoramic view of contemporary images in Polish books. Looking back at the tradition of Polish illustration, especially its golden period known as the Polish School of Illustration, will allow me to bring about exciting observations on a selection of the most interesting recent releases. Hamilton’s artwork was created in 1956, the year which may be perceived as a turning point in the post-war history of fine and applied arts in Poland. Graphic design in books addressed to young readers of that time featured an extreme variety of styles, techniques, approaches, and concepts of the role of illustrations and other art elements. Today’s illustrations seem to reflect this rich and highly varied heritage.

Dr. Wincencjusz-Patyna is an art historian and art critic who works as an Assistant Professor at The Eugeniusz Geppert Academy of Art and Design in Wrocław, where she is Head of the Art History and Philosophy Department. She is an expert on book illustration and a curator of art exhibitions. She has collaborated with many cultural institutions in Poland and abroad. Dr. Wincencjusz-Patyna is a member of the Polish Section of IBBY, a jury member of the “Book of the Year” national contest (graphic section), and the president of the jury of “Dobre Strony” [Good Pages] and “Pióro Fredry” [Fredro’s Quill] book competitions in Wrocław. She is the author of books, chapters, and papers on illustration, as well as the main editor of Captains of Illustration: 100 Years of Children’s Books from Poland (2019)

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16th lecture in the series “International Voices in Children’s Literature Studies”

Δημοσιεύθηκε την Φεβρουάριος 27, 2023 από Ιωάννα Καραμαλή

The Centre for Research on Children’s and Young Adult Literature at the Faculty of Letters of the University of Wrocław has the honor to invite you to the 16th lecture in the series “International Voices in Children’s Literature Studies”

DATE: 12 April 2023 TIME: 18.00 (CET)
VENUE: MS Teams

Prof. Kenneth Kidd

F is for Florida: Politics and Children’s Literature in the Sunshine State With a population of over 21 million, Florida is the third-largest U.S. state and boasts a diverse population of people, both native and transplants. It was the first area in the continental U.S. to be permanently colonized by Europeans and it has long-standing ties with Spanish, British, and French culture. Florida also enjoys a huge Cuban-American population and is part of what John Wharton Lowe calls the “circumCaribbean.” Many South Floridians have roots in Central and South America, too. But Florida also remains part of the “deep”/American South, and entered the Union as a slave state, with firm commitments to racial capitalism. In short, it’s a complicated place, with a history of diversity and innovation but also settler colonialism, racial violence, anti-queer activism, and environmental spoilage. And Florida is famously home to two high-profile right-wing politicians, former President Donald Trump and current Governor Ron DeSantis, rivals for the 2024 U.S. Republican presidential ticket. Beginning in 2021, DeSantis has ushered into law sweeping new policies designed to beat back progressive culture in the state and in the process satisfy his conservative base. Florida, he proclaims, is “where ‘woke’ goes to die.” DeSantis supports book censorship and homophobia and has tried to suppress African-American history (that is, American history). He even took on Disney, and won. This talk considers the longer arc of politics and children’s literature in the so-called Sunshine State, putting our current challenges into broader context by looking at historical and contemporary materials and movements. I’ll review the slow evolution of Florida-based children’s literature away from colonizer genres like the Robinsonade to more contemporary and diverse forms and titles, some of which openly challenge the sorts of attitudes and initiatives championed by DeSantis. Florida authors considered include Marjorie Stoneman Douglas, Zora Neale Hurston, Lu Vickers, and Maria Ingrande Mora. Kenneth Kidd is Professor of English at the University of Florida, where he teaches courses in children’s literature, queer studies, and theory studies. He is author of three books, most recently Theory for Beginners, or Children’s Literature as Critical Thought, and co-editor of four more, with a fifth co-edited collection (with Derritt Mason) forthcoming from University Press of Mississippi, Alt Kid-Lit: What Children’s Literature Might Be. With Elizabeth Marshall he coedits the Routledge monograph series “Children’s Literature and Culture”.

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Climate Literacy in Education: Call for Submissions

Δημοσιεύθηκε την Φεβρουάριος 22, 2023 από Ιωάννα Καραμαλή

The Journal of Climate Literacy in Education (CLE) is an open access, practitioner-oriented pocket journal published through the University of Minnesota Libraries for climate literacy action-orientated content. Affiliated with the Center for Climate Literacy at the University of Minnesota and Climate Lit, CLE seeks to provide educators with the scholarly insights and educational materials needed to facilitate climate literacy learning in their own classrooms.

Call for Contributions

The Journal of Climate Literacy in Education (CLE) seeks contributions on an ongoing basis. CLE accepts contributions from K-16 educators, K-16 students, scholars, artists, and informed participants in climate literacy learning. CLE especially welcomes contributions from scholars from historically marginalized communities and geographies, in-service educators, and students. We welcome original work, but we also welcome submissions that are teacher-oriented summaries, extracts, or revisions of longer works published elsewhere, journal articles, or books. All contributions must be accessible to CLE’s primary readership: in-service teachers. Contributions are welcomed in the following categories:

Curriculum

Curriculum articles include classroom resources for teaching climate literacy and/or mobilizing climate activism with stories: lesson plans, unit design, activity and project plans, syllabi, assessment, teaching methods, formulas or instructional strategies. Curriculum articles report innovative practices happening in real classrooms with a brief narrative outline of the lesson or unit. They may include links to longer or more detailed teaching resources, like handouts, activity sheets, detailed lesson plans, etc. or links to longer narrative descriptions published separately as Reflection articles. Curriculum articles fall into the 750 to 1500 word limit. This includes abstract, references, figures, and tables. Supplementary materials (to be linked from the article) are welcomed. We highly encourage contributors to read already published examples of curriculum articles to help guide their drafting and submission processes.

Reflection

Reflection articles include opinion pieces, personal reflections, teaching testimonials and reports, reflections on student created projects, reflective reviews of scholarship or methodologies applicable to classroom teaching, and other practice-based forms of narrative reflection. These articles reflect on an issue/theme you encountered in your pedagogical practice and how you handled it. They offer personal testimonials about an event, summary of a project you completed, a course, unit, or module you taught. Reflections may include testimonials from students sharing their moments of empowerment, transformation, emotional growth, and other takeaways from engaging with climate literacy. Reflections can also be linked to a Curriculum article. Reflection articles fall into the 500 to 1200 word limit. This includes abstract and references (if any). We highly encourage contributors to read already published examples of reflection articles to help guide their drafting and submission processes.

Critical Essay

Critical Essays are academically crafted and theoretically informed articles that present an in-depth argument about a broader issue or challenge related to climate literacy and explore its pedagogical implications. This category includes but is not limited to scholarly articles, conceptual and big picture articles; conceptual- and classroom practice-oriented summaries, synopses or reviews of research and scholarship (esp. shorter, practice-oriented versions of longer scholarly texts published elsewhere, with links to the original source); policy or framework analyses or commentaries; narrative explainers or critiques; and interviews or dialogues on practice. Critical Essays comment on an aspect of climate education theory or practice in a provocative or explanatory manner. We are looking for insightful and innovative writing that engages with the challenge of building universal climate literacy using stories for young audiences. We are particularly keen to be sent pieces with practical messages offering a way forward. Critical Essays fall into the 900 to 2000 word limit. This includes abstract, references, figures, and tables. We highly encourage contributors to read already published examples of critical essays to help guide their drafting and submission processes.

Creative & Multimodal

Creative & Multimodal submissions go beyond nature appreciation or observation to engage with ecocentric concepts, systems, and ethics. These submissions should include a reflective component (framing narrative) called Artist Statement or Description to situate the creative component. The creative component might take the form of poetry or visual artwork; music or performance art events; recordings of climate action events or spoken word performance; ecomedia literacy and social media projects; youth-created multimedia commentaries, documentaries, reports, and other artivism projects that can serve as models for classroom practice. Because parameters for creative & multimedia submissions are diverse, determining the fit of the submission will be at the discretion of CLE editors. Questions should be submitted directly to the Lead Editor. Creative & Multimodal articles and creative works should be brief in length and time. For example, keeping creative files around 3 pages (for visuals), under 1500 words (for text & images), or under 5 min (for audio/visual recordings). We highly encourage contributors to read already published examples of creative and multimodal submissions to help guide their drafting and submission processes.

Manuscript Requirements and Submission

For particular information regarding content requirements, including information on how to submit and reference style, please refer to the manuscript submission guidelines. Please direct any questions to Nick Kleese, Managing Editor, at klees023@umn.edu.

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Call for Papers

Δημοσιεύθηκε την Φεβρουάριος 22, 2023 από Ιωάννα Καραμαλή

7th issue of the Journal of Literary Education about Empirical Research in
Reading and Literary Education.

You can submit your proposals to
https://ojs.uv.es/index.php/JLE/about/submissions#onlineSubmissions

 CFP Empirical Research in Reading and Literary Education

Inmaculada Fajardo, Xavier Mínguez-López, Catalina Millán & Tzina Kalogirou

In his book Literary reading. Empirical and theoretical studies (2006)
David Miall points out that “the study of real acts of reading, can
provide some new perspectives on old issues […] what evidence we can
gather for the reality of our proposals about literary reading from the
experience of actual readers” (2). His observation points out one of the
most interesting insight that empirical studies about literature can
provide. The field of literary studies and, tangentially, of literary
education, suffers from a lack of empirical research to support the vast
and varied theories about reading, literary reading and even literary
response. This situation has led to a disproportion between theory and
practice, which can be actually misleading. As Vicent Salvador (1984)
stated some years ago, very often authors write literature when writing
about literature and they do not contemplate the scientific nature of
literary studies.


Empirical studies about literary reading cover many areas and many
methodologies: from neuropsychology studies on the reception of metaphors
(Schnitzer & Pedreira, 2005), to the measurement of Literary Competence
(Mínguez-López & Alfonso-Benlliure, 2021), the analysis of the very core
of literariness (Salgaro, 2015) and the inclusion of different studies
with one point in common: the aim to use empirical methods and materials
in order to check assumed statements on how to “teach” literature.
In this issue, we also include studies on reading, since it is not
possible to separate it from literary reading. Reading habits, reading
competence, literacy, etc. are fields closely related to literary reading
so we need to consider these studies in order to build a solid set of
research that, on the one hand, supports our daily work with literature
and, on the other hand, fosters a greater knowledge about how reading
occurs and what happens when reading occurs.
The 7th issue of the Journal of Literary Education will focus on
supporting scientific projects through information and cooperation,
furthering personal contact in all areas of research, encouraging
researchers, professors, teachers in the field of empirical literary
research and applying these empirical results.
The Journal welcomes contributions from many disciplinary perspectives
(psychological, developmental, cross-cultural, cognitive, linguistic, and
educational) to deepen our understanding of literature, literary
processes, literary applications and the notion of empirical research
within a literary education framework. The journal intends to become a
forum for this interdisciplinary research.


We are looking for papers related to the overall theme of the issue as
described above. Potential research areas include, but are not restricted
to:
– Empirical studies about reading and/or literary reading.
– Research in the classroom: case studies, ethnographies, surveys,
questionnaires, etc.
– Reading and/or literary reading in special needs education.
– Impact of empirical studies in teaching.
– Assessment of literature learning (literary competence, reading
competence, etc.)
If you prefer to deliver an article for the miscellaneous section, we
recommend that you check our Author guidelines. Articles submitted before
30th May will have priority for the 7th issue.
For submissions & further information, visit:
https://ojs.uv.es/index.php/JLE/index


References:
Miall, D. S. (2006). Literary reading: Empirical & theoretical studies.
Peter Lang.
Mínguez López, X., & Alfonso Benlliure, V. (2019). Design and validation
of the literary competence battery (LBC). Investigaciones sobre Lectura,
2019, vol. 12
Salvador, V. (1984). El gest poètic: Cap a una teoria del poema. Institut
de Filolgia Valenciana & Institut de Cinema i Ràdio-Televisió, Universitat
de València.
Salgaro, M. (2015). How literary can literariness be? Methodological
problems in the study of foregrounding. Scientific Study of Literature,
5(2), 229-249.
Schnitzer, M. L., & Pedreira, M. A. (2005). A neuropsychological theory of
metaphor. Language Sciences, 27(1), 31-49.
Schmidt, S.J. (1982) Foundation for the Empirical Study of Literature: The
Components of a Basic Theory. John Benjamins Publishing.
—

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Empathy Week

Δημοσιεύθηκε την Φεβρουάριος 8, 2023 από Ιωάννα Καραμαλή

Μια εβδομάδα εργαστηρίων γύρω από την εκπαίδευση και την ενσυναίσθηση

Με μεγάλη χαρά σας προωθούμε πληροφορίες για το Empathy Week, έναν οργανισμό ο οποίος δημιουργήθηκε από εκπαιδευτικούς με στόχο την ενθάρρυνση της έννοιας και της πρακτικής της ενσυναίσθησης.

Κάθε χρόνο προσφέρουν δωρεάν μια σειρά από εργαστήρια με μια ευρεία γκάμα
θεματολογίας και εξαιρετικούς ομιλητές.

Μπορείτε να εγγραφείτε για να παρακολουθήσετε στο παρακάτω link:

http://empathy-week.com/registeredschoolaccesstoempathyweek2023events1

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Ανάρτηση τευχών διεθνών περιοδικών εκδόσεων

Δημοσιεύθηκε την Φεβρουάριος 8, 2023 από Ιωάννα Καραμαλή

Ανακοίνωση

Σας ενημερώνουμε ότι γίνονται δεκτά νέα κείμενα για τα τεύχη και τους
θεματικούς τόμους των διεθνών ηλεκτρονικών περιοδικών εκδόσεων:

  1. Θεωρία και Έρευνα στις Επιστήμες της Αγωγής
  2. Πολιτικές και κοινωνικές επιστήμες
  3. Sciences of education

Με την ευκαιρία, σας ενημερώνουμε ότι αναρτήθηκαν στη σελίδα του Ινστιτούτου
Πολιτισμού, Δημοκρατίας και Εκπαίδευσης οι παρακάτω θεματικοί τόμοι:

85ο τεύχος: του Θεωρία και Έρευνα στις Επιστήμες της Αγωγής

17ο τεύχος, του Πολιτικές και Κοινωνικές Επιστήμες

11ο τεύχος, του Sciences of education

Για περισσότερες πληροφορίες στο:

http://periodiko.inpatra.gr/page/3/

http://politika.inpatra.gr/

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Κοπή πίτας 2023

Δημοσιεύθηκε την Φεβρουάριος 8, 2023 από Ιωάννα Καραμαλή

Την Πέμπτη 02 Φεβρουαρίου 2023 πραγματοποιήθηκε η κοπή πίτας για τα προγράμματα μεταπτυχιακών σπουδών Κοινωνικές επιστήμες και Ανθρωπιστικές Σπουδές στην Εκπαίδευση (με πολλές υποκατευθύνσεις και ειδικεύσεις) του Τομέα των Ανθρωπιστικών Σπουδών του ΕΚΠΑ και για το ΔΠΜΣ/ΕΚΠΑ-ΠΤΝ/ΠΔΜ Ρητορική, Επιστήμες του Ανθρώπου και Εκπαίδευση.

Η εκδήλωση πραγματοποιήθηκε στον φιλόξενο χώρο του Καποδιστριακού και είχαμε την χαρά να καλωσορίσουμε όλοι μαζί τη νέα χρονιά με αισιοδοξία, μαχητικότητα και νέους στόχους.

  • Οι διδάσκοντες Μανώλης Στεργιουλης και Γιώργος Κουτουβελας
  • Η χαρά των νέων στόχων!
  • Ο καθηγητής Δημοσθένης Δασκαλάκης
  • Η ρητορική!
  • Ρέα Κακάμπουρα, Τζίνα Καλογήρου, Μαίρη Δημάκη


  • Νικολέττα Τσιτσανούδη-Μαλλίδη, Γεωργία Κατσούδα, Κώστας Σκορδούλης, Τζίνα Καλογήρου, Ευγενία Μαγουλά.
  • Η κυρία Ειρήνη Θάνου κέρδισε το φλουρί!
  • Ο Πρόεδρος Κώστας Σκορδούλης
  • Η διευθύντρια του Τομέα Ανθρωπιστικών Σπουδών καθηγήτρια Μαίρη Δημάκη Ζώρα
  • Ο κοσμήτορας της σχολής μας καθηγητής Θωμάς Μπαμπάλης
  • Τζίνα Καλογήρου και Τρύφωνας Κωστόπουλος.
  • Η καθηγήτρια Γλωσσολογίας Ευγενία Μάγουλα
  • Τζίνα Καλογήρου, Ιωάννα Καραμαλή
  • Αρετή Δούκα, Νεφέλη Γκάτσου, Μαριάννα Τουτζιαράκη, Κωνσταντίνα Αντωνοπούλου
  • Γεωργία Κατσούδα, Τζίνα Καλογήρου, Νικολέττα Τσιτσανούδη-Μαλλίδη
  • Χαμόγελα και ευχές για τη νέα χρονιά!

Ας είναι λοιπόν αυτή η νέα χρονιά το εφαλτήριο για νέες έρευνες, συνεργασίες και δημιουργία. Από την οικογένεια του Τομέα των Ανθρωπιστικών Σπουδών του ΕΚΠΑ πολλές ευχές για ένα γόνιμο 2023.

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