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Immigrant Women in Greece. A Biographical Study of Domestic Workers

100%
Vassilikou C.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2007
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vol. 8
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issue 1
40-45
EN
The article discusses immigrant women arriving in Greece since 1990 from the Balkans and the former socialist countries of Central and Eastern Europe. Immigrant women in Greece are usually domestic workers responding to the local population's needs for services connected mainly with children and the elderly. Using the biographical method based on life stories, the paper examines their actual position, their identity crisis and their status in relation to social welfare. The analysis concludes with the following observation: these women are vulnerable first as illegal immigrants and also because of the serious identity problem caused by the precariousness of their occupation.
2
Content available remote

RE-EXAMINING THE “HERO’S JOURNEY”: A CRITICAL REFLECTION ON LITERATURE SELECTION FOR AFFECTIVE BIBLIOTHERAPY PROGRAMS ON RESILIENCE

100%
Reynolds K.
World Literature Studies
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2023
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vol. 15
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issue 2
113 – 125
EN
This article critically examines the Hero’s Journey arc, popular in affective bibliotherapy for children and young people. Privileging this archetypal model of resilience represses and excludes difference. It posits two alternatives, foregrounding characters who face additional cultural, social, and political factors that hinder their capacity to act, and argues that bibliotherapy must be inclusive, incorporating stories that offer alternative depictions of resilience that are complicated, messy, and non-linear but no less “heroic”.
3

“MAIS NOUS AVONS FAIM!” QUELQUES REMARQUES SUR LA PREVENTION DU SIDA A BEIRA (MOZAMBIQUE)

100%
Žatkuliaková M.
Asian and African Studies
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2004
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vol. 13
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issue 2
214 - 223
EN
This paper aims at discussing certain problems related to the effectiveness of prevention campaigns as observed during the programme against HIV/AIDS which took place among empoverished populations in a peri-urban part of Beira in Mozambique. As far as the evalution study of the programme has shown, the resistance to some messages diffused during the prevention campaigns cannot be explained only in terms of vulnerability of people concerned, nor as a problem of local culture. On the contrary, there should be more concern for complex solutions to the epidemic since it represents a fait social total.
4

EXPLORING PEDAGOGUES’ UNDERSTANDING AND DETECTION OF VULNERABILITY IN DANISH EARLY CHILDHOOD EDUCATION AND CARE

100%
Madsen Theilmann B.
Pedagogický časopis (Journal of Pedagogy)
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2023
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vol. 14
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issue 1
137 – 156
EN
The conceptualisation of vulnerability among Danish pedagogues in the context of early childhood education and care (ECEC) is framed by both Danish legislation (Dagtilbudsloven, 2020) and key pedagogical concepts such as well-being, learning, development and formation (Ministry of Children and Education, 2020). Employing a phenomenological approach, this study investigated how pedagogues perceive vulnerability through interviews conducted with 15 informants. Drawing on Abbott’s key concepts of jurisdiction, diagnosis, inference and treatment, the collected data are operationalised to discern pedagogues´ different understandings of vulnerability. The findings highlight the inherent ambiguity surrounding pedagogues’ comprehension of vulnerability, closely tied to their primary responsibilities within the ECEC setting, namely, promoting well-being, facilitating learning, fostering development and enabling formation. The implications of the study shed light on the challenges faced by pedagogues in identifying vulnerability within ECEC, which encompasses both “traditional” and “new” understandings. Pedagogues tend to focus on detecting individual factors, such as personality traits and developmental disorders, or contextual factors related to a child’s family background, without considering the institutional context as a potential source of vulnerability production. This study emphasises the importance of re-evaluating current approaches to vulnerability detection in ECEC, particularly with regard to children in vulnerable positions.
5

TT INDEX AS AN INDICATOR OF MACROECONOMIC VULNERABILITY OF EU NEW MEMBER STATES

88%
Teplý P., Tripe D.
Ekonomický časopis (Journal of Economics)
|
2015
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vol. 63
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issue 1
19 – 33
EN
This paper reviews some of the factors that potentially contribute to macro-prudential weakness, and thus concerns about macroeconomic and financial system health in the new EU member states of Central and Eastern Europe. In general, the consequences of the global 2008 – 2009 crisis were more severe in some of the new EU countries, and it is useful therefore to look at the experiences in the different countries to try and understand the reasons for the different outcomes and look to see what lessons may be learned. One of the factors having an impact on recovery from the crisis is in currency relationships, with Estonia, Latvia, Slovenia and Slovakia being members of the Eurozone, and some other countries in fixed exchange rate relationships. In this paper we present the construction of a new indicator (named the TT index) evaluating macroeconomic vulnerability of the new EU countries, which is based on seven macro prudential indicators and calculated for the years 2008 and 2013.
6

VULNERABLE DISCLOSURE: DANGEROUS NEGOTIATIONS OF RACE AND IDENTITY IN THE CLASSROOM

75%
Hill C. D.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
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issue 2
161 – 181
EN
This essay discusses my experience as a teaching assistant deploying auto-ethnography to explore my racial performance and politics as related to informing and shaping classroom dynamics and relationships. Set in “Race and Cultural Diversity”, an advanced undergraduate writing composition course, I examine my performance of blackness and how my racial performance embodies commitments to racial and social justice within classroom happenings. Using critical performance pedagogy this study explores my identity performance to identify and create effective strategies that further dialogue on the often charged and sensitive topic of race, developing more awareness of how my racialized self enters and manifests in the classroom.
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