Holistic Growth
Asynchronous Session
Refugee Representation in Media Texts: A Critical Teaching Proposal within the Multiliteracies Framework View Digital Media
Paper Presentation in a Themed Session Nikoletta Panagaki
This paper proposes a critical pedagogical approach to the use of contemporary television texts that depict refugees in the classroom. Focusing on representations shaped by both racist and humanitarian discourses, it examines how such media content can be explored to foster primary school students’ critical thinking and awareness of social power dynamics. Grounded in the multiliteracies framework (Kalantzis & Cope, 2012), the proposed teaching intervention aims to empower learners to recognize how television texts may contribute to the marginalization of refugees or reproduce hegemonic relationships between dominant social groups and displaced populations. Through the use of the cognitive processes embedded in the multiliteracies model, students are encouraged to engage with news broadcast excerpts that present seemingly opposing perspectives on refugee arrivals and their inclusion in public education (experiencing) and to become familiar with key concepts that support critical textual analysis (conceptualizing). Through analyzing, students critically examine these narratives and are guided to identify how refugee representations are shaped by, and simultaneously reinforce, particular discourses—ranging from those that promote exclusion and marginalization (racist discourse) to those that frame refugees as passive victims (humanitarian discourse). As part of the applying phase they are invited to produce their own counter-texts that challenge dominant ideologies and advocate for solidarity and equality. Ultimately, the aim is to cultivate students’ capacity to critically interpret the media texts they encounter and to empower them as active participants in transforming social realities by revealing and resisting the inequalities embedded—explicitly or implicitly—within them.
Potential Relations between Psychological Capital, Subjective Well-Being, and Academic Adjustment Among Students with Learning Disabilities: The Value of Academic Support Centres View Digital Media
Paper Presentation in a Themed Session Batel Hazan Liran
We investigated the correlations between psychological capital (PsyCap) and academic adjustment in students with learning disabilities (LD), with a focus on the mediating role of subjective well-being (SWB). We compared LD students receiving support from academic centres to those not receiving support and analysed the disparities in PsyCap, SWB, and academic adjustment. We found significant correlations between PsyCap and both academic adjustment and SWB in LD students. There was a notable disparity in PsyCap, SWB, and academic adjustment between LD students with and without academic centre support. We also discovered a mediating effect of SWB in the relationship between PsyCap and academic adjustment. The findings underscore the importance of PsyCap to academic adjustment and well-being in LD students. Interventions aimed at increasing PsyCap should simultaneously focus on improving SWB to more effectively support LD students in their academic endeavours. The findings suggest the need for educational institutions to provide integrated support systems addressing both academic and psychological needs. The study contributes to understanding the dynamics between psychological resources, well-being, and academic success in LD students. It advocates for inclusive educational policies that integrate psychological support with academic assistance, fostering a more supportive learning environment for LD students.
Designing for Diversity: A Multiliteracies and Translanguaging Training Programme for EFL Teachers in the Early Years View Digital Media
Paper Presentation in a Themed Session Effrosyni Bisiri, Peggy Manoli
In an increasingly diverse educational landscape, where classrooms are populated by students from various cultural and linguistic backgrounds, it is essential to equip teachers with the skills to address each student differentiated needs. In this context, the present study describes a teacher development program designed for English as a Foreign Language (EFL) educators in Early Childhood Education and Care (ECEC) in Greece. The program integrates the principles of multiliteracies and translanguaging to foster inclusive teaching practices that cater for the diverse needs of young learners. Given the recent introduction of EFL in ECEC in Greece, the 4-month training aims to support EFL teachers in creating innovative and effective educational experiences. Delivered through the Common Ground Scholar (CGScholar) and Creator platforms, the program promotes a community of practice among educators, guiding them to develop multimodal and translingual teaching materials. The program’s effectiveness is scheduled to be assessed through semi-structured interviews, reflective questionnaires, teacher and child portfolios offering insights into the development of both teachers' and children's knowledge. This research highlights the critical role of teacher development programs in ensuring equitable educational opportunities for all children, irrespective of their cultural or socioeconomic backgrounds. [The research work was supported by the Hellenic Foundation for Research and Innovation (HFRI) under the 4th Call for HFRI PhD Fellowships (Fellowship Number: 11154)]
