Eleni Butulussi
Dr. Eleni Butulussi is Professor Emerita of Applied Linguistics in the Department of Linguistics and Language Teaching at the School of German Language and Literature of the Aristotle University of Thessaloniki (Greece), where she worked for 35 years, from 1986 to 2021. She served as Chair of the School from 2009 to 2013.
She holds a B.A. in German Linguistics and Literature from the Aristotle University of Thessaloniki, Greece (1981), an M.A. in German Linguistics, Phonetics, and Theatre Studies from the University of Cologne, Germany (1984), and a Ph.D. in Linguistics from the University of Tübingen, Germany (1989), where she conducted a corpus-based analysis of cognitive verbs in both German and Greek for her doctoral research. She studied in the Department of Linguistics and the Institute of Theatre Studies at the Free University of Berlin (DAAD Fellowship, 1980-1981) and took linguistic and philosophy courses in the postgraduate program of the Faculty of Philosophy at the Aristotle University of Thessaloniki (1981-1982).
Her research interests lie within the frameworks of critical discourse studies, contrastive German-Greek language and cultural studies, and educational linguistics, with a particular focus on the migration and financial crises discourses. She concentrates on analyzing talk shows, newspaper articles, and contemporary art projects, often investigating how metaphor shapes ideology and reinforces argumentation. The metaphor analysis integrates critical discourse analysis with conceptual metaphor theory (as seen in critical metaphor theory). Her research frequently extends to educational applications, particularly within critical literacy, as well as inclusive educational theories. She has published several articles in academic journals, edited collections, and conference proceedings, as well as books (e.g. Handbuch Deutsch als Fremd- und Zweitsprache, Jahrbuch Deutsch als Fremdsprache, Studies in Greek Language, and Review of Cognitive Linguistics).
She co-authored a book in German with Professor Hans Bickes and students from the University of Hannover on the financial crisis, focusing on its representation and construction in German and Greek newspapers (2012).
She is a founding member of the interdisciplinary “Group of Reflexive Praxis against Social Exclusion in Schools of Thessaloniki,” where she has contributed to supporting teachers in addressing exclusion problems among their students, particularly by analyzing classroom communication and raising awareness about discourses related to inclusion and exclusion. Along with members of the Reflexive Praxis Group —Kotsakis, D., Moureli, E., Bibou, A. and teachers—, she co-authored a Greek book on Reflexive Praxis and Exclusion at School (2010).
In collaboration with Dr. D. Lamprou, she developed an electronic Dictionary of Linguistic Terms: German – Greek – English. A revised, and enriched edition is available on the School of German Language and Philology's website (see http://www.del.auth.gr/el/erevna/erevnitikes-draseis/leksiko-glossologikon-oron).
She holds a B.A. in German Linguistics and Literature from the Aristotle University of Thessaloniki, Greece (1981), an M.A. in German Linguistics, Phonetics, and Theatre Studies from the University of Cologne, Germany (1984), and a Ph.D. in Linguistics from the University of Tübingen, Germany (1989), where she conducted a corpus-based analysis of cognitive verbs in both German and Greek for her doctoral research. She studied in the Department of Linguistics and the Institute of Theatre Studies at the Free University of Berlin (DAAD Fellowship, 1980-1981) and took linguistic and philosophy courses in the postgraduate program of the Faculty of Philosophy at the Aristotle University of Thessaloniki (1981-1982).
Her research interests lie within the frameworks of critical discourse studies, contrastive German-Greek language and cultural studies, and educational linguistics, with a particular focus on the migration and financial crises discourses. She concentrates on analyzing talk shows, newspaper articles, and contemporary art projects, often investigating how metaphor shapes ideology and reinforces argumentation. The metaphor analysis integrates critical discourse analysis with conceptual metaphor theory (as seen in critical metaphor theory). Her research frequently extends to educational applications, particularly within critical literacy, as well as inclusive educational theories. She has published several articles in academic journals, edited collections, and conference proceedings, as well as books (e.g. Handbuch Deutsch als Fremd- und Zweitsprache, Jahrbuch Deutsch als Fremdsprache, Studies in Greek Language, and Review of Cognitive Linguistics).
She co-authored a book in German with Professor Hans Bickes and students from the University of Hannover on the financial crisis, focusing on its representation and construction in German and Greek newspapers (2012).
She is a founding member of the interdisciplinary “Group of Reflexive Praxis against Social Exclusion in Schools of Thessaloniki,” where she has contributed to supporting teachers in addressing exclusion problems among their students, particularly by analyzing classroom communication and raising awareness about discourses related to inclusion and exclusion. Along with members of the Reflexive Praxis Group —Kotsakis, D., Moureli, E., Bibou, A. and teachers—, she co-authored a Greek book on Reflexive Praxis and Exclusion at School (2010).
In collaboration with Dr. D. Lamprou, she developed an electronic Dictionary of Linguistic Terms: German – Greek – English. A revised, and enriched edition is available on the School of German Language and Philology's website (see http://www.del.auth.gr/el/erevna/erevnitikes-draseis/leksiko-glossologikon-oron).
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Papers by Eleni Butulussi
specific fixed metaphors which function as framing devices by rival politicians to
reinforce their proposals for action in the media immigration dis- course of Greek TV
discussions (1996–2016). In this research context a critical, integrated, multi-level
metaphor analysis model is suggested which combines different methods (see Cameron
2008; Fairclough et al. 2012; Charteris-Black 2014; Musolff 2016; Semino et al. 2016)
for a linguistic, conceptual and discursive-communicative-rhetorical analysis in the
context of practical reasoning focusing on the framing power of metaphor. Results
revealed that around these metaphors the different political ideologies are framed in
agreement with the rhetorical tendencies (e.g simplification, bipolarization, hyperbole) of
the political media discourse.
Keywords: metaphor analysis (critical, integrated, multi-level), frames, scenarios,
practical reasoning, TV discussions, immigration
Understanding the meaning and function of metaphors often poses challenges for learners of German as a foreign language (DaF). Engaging with metaphors in both German and the learners' first language not only enhances their linguistic skills but also fosters the development of their (inter)cultural awareness, thereby improving their intercultural communicative competence.
This article presents a comparative analysis of metaphors in German and Greek, as used in (spoken and written) discourses on multiculturalism. The unique characteristics and functions of these metaphors provide valuable insights into the social images, stereotypes, and (latent) attitudes of both societies, and allow for conclusions regarding the origins of their similarities and differences.
Abstract in German:
Das Erfassen der Bedeutung und Funktion von Metaphern bereitet DaF-Lernenden häufig Schwierigkeiten. Die Auseinandersetzung mit den Metaphern der deutschen und der ersten Sprache trägt nicht nur zur Erweiterung der Sprachkenntnisse der Lernenden bei, sondern führt auch zur Herausbildung ihrer (inter)kulturellen Bewusstheit und demzufolge zur Förderung ihrer interkulturellen kommunikativen Kompetenz.
Im vorliegenden Beitrag wird eine komparative Analyse von Metaphern des deutschen und Griechischen vorgenommen, wie sie in (gesprochenen und geschriebenen) Multikulturalitätsdiskursen angewendet werden. Die besonderen Eigenschaften und Funktionen solcher Metaphern ermöglichen aufschlussreiche Analysen der sozialen Bilder, Stereotypen und (latenten) Einstellungen beider Gesellschaften und lassen Schlüsse zu, worauf ihre Unterschiede und Ähnlichkeiten zurückzuführen sind.
The media played a pivotal role in shaping the political response to the collapse of the Greek state budget in Germany in 2010. Within the theoretical framework of Critical Discourse Analysis, a Greek-German research project investigates media discourses by analyzing selected German and Greek media outlets at the onset of the Greek financial crisis, through various sub-projects. Exemplary analytical strands and results for the period from February to June 2010 are presented and their effects are discussed.
Abstract in German:
Medien haben entscheidend dazu beigetragen, wie in Deutschland im Jahr 2010 politisch auf den Zusammenbruch des griechischen Staatshaushaltes reagiert wurde. Im theoretischen Rahmen der Kritischen Diskursanalyse verfolgt ein griechisch-deutsches Forschungsprojekt in verschiedenen Teilprojekten die medialen Diskurse anhand ausgewählter deutscher und griechischer Medien zu Beginn der griechischen Finanzkrise. Exemplarisch werden typische Analysestränge und Ergebnisse zum Zeitraum zwischen Februar bis Juni 2010 vorgestellt und in ihren Auswirkungen diskutiert.
Complete Paper Title:
Bickes, H., Butulussi, E., Otten, T. & Schendel, J. (2014). Globale Krisen der Finanzmärkte als Krisen einer Freundschaft – deutsche und griechische Medienberichterstattung während der Diskussion um europäische Rettungspakete zur Stützung des griechischen Staatshaushaltes, oder: Hört beim Geld die Freundschaft auf? In N. Katsaounis & R. Sidiropoulou (Eds.), Sprachen und Kulturen in (Inter)Aktion. Hellenogermanica 2 (pp. 325-345). Frankfurt a. M.: Peter Lang.
"From Pronunciation Training to Intercultural Competence: Teaching German as a Foreign Language in Greece."
This article explores the connection between teaching pronunciation and developing intercultural competence, arguing that this approach can help address two key challenges faced by students learning German as a foreign language. The first challenge concerns the difficulties students encounter in mastering correct German pronunciation, a problem that can be addressed through better teacher specialization and by familiarizing both students and teachers with new methods of teaching and learning pronunciation. The second challenge involves the negative stereotypes associated with the German language, particularly its pronunciation, which can hinder both the acceptance and the learning of the language. A key component of teacher education should therefore be raising intercultural and transcultural awareness. This can be achieved through engagement with discourses that involve stereotypes about both the German and Greek languages and cultures. The aim of this process is to challenge these stereotypes and promote a more open and receptive attitude toward the foreign language and culture.
Books by Eleni Butulussi
What should a teacher do with a child who continuously attacks and hits their classmates? What options does a teacher have when working with a student whose native language is not Greek, and who, despite being in the second grade, cannot read or write? How can a teacher support a student who consistently responds to questions in unexpected ways? How should a teacher handle a student who refuses to participate in class, or a preschool child who keeps falling and crying?
An interdisciplinary team works together to address issues in the classroom that lead to social exclusion, with the goal of preventing or reversing it. This team brings together educators from schools in Thessaloniki, as well as members of the academic community and professionals in the field of mental health prevention.
A core belief of the team is that a school should not focus solely on the teacher or the individual child, but on the social relationships that contribute to the child’s development as a person, with the principles of individual freedom and sociality as the foundation of freedom.
The method developed is Reflexive Praxis. This approach integrates communication and social perspectives on relationships, aiming to solve problems by transforming classroom dynamics, with the teacher serving as a catalyst for change.
In the book, the experiential approach of the Group's practice is alternated and integrated with theoretical perspectives, in the spirit of the praxis unity of theory and practice. It examines specific cases, presents the theoretical framework, and explores the broader reflections and concerns of the group's members.
Eleni Butulussi is a founding member of the interdisciplinary "Group of Reflexive Praxis against Social Exclusion in Schools of Thessaloniki," where she has contributed to supporting teachers in addressing student exclusion. Her work has focused on analyzing classroom communication and raising awareness of the discourses surrounding inclusion and exclusion. Along with her colleagues from the Reflexive Praxis Group she co-authored the above Greek-language book "Reflexive Praxis. Exclusion at School".
Περίληψη
Τι κάνει η δασκάλα ή ο δάσκαλος με ένα παιδί που συνεχώς επιτίθεται στους συμμαθητές του και τους χτυπάει; Τι δυνατότητες έχει με έναν μαθητή που η μητρική του γλώσσα δεν είναι η ελληνική και, ενώ είναι στη Β΄ τάξη, δεν ξέρει να γράφει και να διαβάζει; Πώς μπορεί να οδηγήσει στη μάθηση μια μαθήτρια που συστηματικά απαντάει με μη αναμενόμενο τρόπο στις ερωτήσεις; Πώς να αντιμετωπίσει έναν μαθητή που δεν συμμετέχει στο μάθημα και τί να κάνει με ένα παιδί του νηπιαγωγείου που όλο πέφτει και κλαίει;
Μια διεπιστημονική ομάδα συνεργάζεται με σκοπό να αντιμετωπίσει προβλήματα στη σχολική τάξη που οδηγούν στον κοινωνικό αποκλεισμό, και να συμβάλει στην αποτροπή ή την ανατροπή του. Στην Ομάδα συναντώνται εκπαιδευτικοί από σχολεία της Θεσσαλονίκης με μέλη της επιστημονικής κοινότητας από τον πανεπιστημιακό χώρο και από τον χώρο πρόληψης της ψυχικής υγείας.
Κοινή παραδοχή είναι ένα σχολείο στο κέντρο του οποίου δεν βρίσκεται ούτε ο εκπαιδευτικός ούτε το παιδί ατομικά, αλλά οι κοινωνικές σχέσεις που οδηγούν στη συγκρότηση του παιδιού σε πρόσωπο, με αρχές την ελευθερία του προσώπου και την κοινωνικότητα ως προϋπόθεση της ελευθερίας.
Η μέθοδος που αναπτύσσεται είναι η Αναστοχαστική Πράξη. Σε μια οπτική που συνθέτει την επικοινωνιακή με την κοινωνική θεώρηση των σχέσεων, η αναστοχαστική εκπαιδευτική πράξη επιδιώκει τη λύση των προβλημάτων μέσα από την αλλαγή των σχέσεων στην τάξη με καταλύτη τη δασκάλα ή τον δάσκαλο.
Στο βιβλίο εναλλάσσονται και συντίθενται η βιωματική προσέγγιση της πρακτικής της Ομάδας με θεωρητικές προσεγγίσεις, στο πνεύμα της πραξιακής ενότητας θεωρίας και πρακτικής. Εξετάζονται συγκεκριμένες περιπτώσεις, και παρουσιάζεται το θεωρητικό πλαίσιο καθώς και ο γενικότερος προβληματισμός των μελών της ομάδας.
This bilingual Festschrift, presented in both German and Greek, is dedicated to Professor Dr. Käthi Dorfmüller-Karpusa, Professor of Linguistics in the Department of German Language and Philology at the Aristotle University of Thessaloniki. It includes 26 contributions on the theme of "Language and Multiculturality." The theoretical frameworks underpinning the individual articles provide a comprehensive overview of the diverse methodological approaches and academic disciplines, including linguistics, literary studies, didactics, translation studies, sociology, and psychology.
Diese zweisprachige Festschrift ist Frau Prof. Dr. Käthi Dorfmüller-
Karpusa, Professorin für Linguistik an der Abteilung für Deutsche
Sprache und Philologie der Aristoteles-Universität Thessaloniki
gewidmet. Sie enthält 26 Beiträge zum Thema ”Sprache und
Multikulturalität“. Die theoretischen Ansätze, die den einzelnen
Artikeln zugrunde liegen, geben einen Einblick in die Vielfalt der
methodischen Verfahren und Wissenschaftsrichtungen wie
beispielsweise der Linguistik, Literaturwissenschaft, Didaktik,
Übersetzungswissenschaft, Soziologie und der Psychologie.
Ο δίγλωσσος αυτός τόμος αποτελεί τιμητικό αφιέρωμα στην Καίτη
Dorfmüller-Καρπούζα, καθηγήτρια γλωσσολογίας του Τμήματος
Γερμανικής Γλώσσας και Φιλολογίας της Φιλοσοφικής Σχολής του
Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης. Περιλαμβάνει 26
άρθρα επιστημόνων από την Ελλάδα και το εξωτερικό σχετικά με το
θέμα «Γλώσσα και Πολυπολιτισμικότητα». Οι θεωρητικές προσεγγίσεις
των άρθρων άπτονται διαφόρων επιστημονικών πεδίων
όπως της γλωσσολογίας, της λογοτεχνίας, της διδακτικής, της
μεταφρασεολογίας, της κοινωνιολογίας και της ψυχολογίας.
Creating social stereotypes through language is a common process. However, when this process is exploited to stigmatize a particular group, it becomes especially concerning, as it fosters the exclusion of the targeted group and undermines the cultural, political, social, and economic relations between different social groups and citizens of the countries involved. How, then, is this potent discourse of division and hostility constructed?
A research team from Greece and Germany—specifically from the Departments of German Language at Aristotle University of Thessaloniki and Leipzig University—working within the framework of critical discourse analysis, studied approximately 600 German and Greek articles published in both print and electronic media during that period. The analysis uncovered, among other things, the semiotic tools that facilitate the rhetorical reinforcement of difference and provide deeper insight into the Greek media's responses to German press coverage. The juxtaposition of German and Greek articles reveals a kind of dialogue between them, which, on one hand, primarily serves to reactivate stereotypes, biases, and historical grievances, and on the other hand, to a lesser extent, critiques this discourse of division, highlighting similarities and areas of convergence.
Some of the findings are presented in the book below, which was published in Germany:
Bickes, H., Butulussi, E., Otten, T., Schendel, J., Sdroulia, A., & Steinhof, A. (2012). Die Dynamik der Konstruktion von Differenz und Feindseligkeit am Beispiel Griechenland: Hört beim Geld die Freundschaft auf? Kritisch-diskursanalytische Untersuchungen der Berichterstattung ausgewählter deutscher und griechischer Medien (Constructing difference and animosity - The case of Greece: Does friendship stop when money issues start? Critical discourse analysis studies in selected articles from the German and Greek press.) Iudicium: München.
Studies on the Valency of Cognitive Verbs in German and Modern Greek.
Logical, semantic and pragmatic analyses on the constitution of contrastive lexicon entries.
Abstract:
The German modern Greek lexicon entries of cognitive verbs presented in this study are designed as an extension of the Lexicon entries found in valency dictionaries. They comprise a meaning paraphrase, a translation, a logical, semantic and pragmatic characterisation of the verb, a syntactic and semantic characterisation of the obligatory actants and a large number of example sentences providing a systematic illustration of the possible combination between the various actants and the semantic (and other) restrictions. These lexicon entries are the product (1) of extensive contrastive analyses of the verbs and their actants from logical, semantic, syntactic and pragmatic points of view, and (2) of a detailed discussion of lexicological issues. The research is based on a corpus consisting of approximately 4,000 excerpts of spoken and predominantly written language in both German and Modern Greek.
specific fixed metaphors which function as framing devices by rival politicians to
reinforce their proposals for action in the media immigration dis- course of Greek TV
discussions (1996–2016). In this research context a critical, integrated, multi-level
metaphor analysis model is suggested which combines different methods (see Cameron
2008; Fairclough et al. 2012; Charteris-Black 2014; Musolff 2016; Semino et al. 2016)
for a linguistic, conceptual and discursive-communicative-rhetorical analysis in the
context of practical reasoning focusing on the framing power of metaphor. Results
revealed that around these metaphors the different political ideologies are framed in
agreement with the rhetorical tendencies (e.g simplification, bipolarization, hyperbole) of
the political media discourse.
Keywords: metaphor analysis (critical, integrated, multi-level), frames, scenarios,
practical reasoning, TV discussions, immigration
Understanding the meaning and function of metaphors often poses challenges for learners of German as a foreign language (DaF). Engaging with metaphors in both German and the learners' first language not only enhances their linguistic skills but also fosters the development of their (inter)cultural awareness, thereby improving their intercultural communicative competence.
This article presents a comparative analysis of metaphors in German and Greek, as used in (spoken and written) discourses on multiculturalism. The unique characteristics and functions of these metaphors provide valuable insights into the social images, stereotypes, and (latent) attitudes of both societies, and allow for conclusions regarding the origins of their similarities and differences.
Abstract in German:
Das Erfassen der Bedeutung und Funktion von Metaphern bereitet DaF-Lernenden häufig Schwierigkeiten. Die Auseinandersetzung mit den Metaphern der deutschen und der ersten Sprache trägt nicht nur zur Erweiterung der Sprachkenntnisse der Lernenden bei, sondern führt auch zur Herausbildung ihrer (inter)kulturellen Bewusstheit und demzufolge zur Förderung ihrer interkulturellen kommunikativen Kompetenz.
Im vorliegenden Beitrag wird eine komparative Analyse von Metaphern des deutschen und Griechischen vorgenommen, wie sie in (gesprochenen und geschriebenen) Multikulturalitätsdiskursen angewendet werden. Die besonderen Eigenschaften und Funktionen solcher Metaphern ermöglichen aufschlussreiche Analysen der sozialen Bilder, Stereotypen und (latenten) Einstellungen beider Gesellschaften und lassen Schlüsse zu, worauf ihre Unterschiede und Ähnlichkeiten zurückzuführen sind.
The media played a pivotal role in shaping the political response to the collapse of the Greek state budget in Germany in 2010. Within the theoretical framework of Critical Discourse Analysis, a Greek-German research project investigates media discourses by analyzing selected German and Greek media outlets at the onset of the Greek financial crisis, through various sub-projects. Exemplary analytical strands and results for the period from February to June 2010 are presented and their effects are discussed.
Abstract in German:
Medien haben entscheidend dazu beigetragen, wie in Deutschland im Jahr 2010 politisch auf den Zusammenbruch des griechischen Staatshaushaltes reagiert wurde. Im theoretischen Rahmen der Kritischen Diskursanalyse verfolgt ein griechisch-deutsches Forschungsprojekt in verschiedenen Teilprojekten die medialen Diskurse anhand ausgewählter deutscher und griechischer Medien zu Beginn der griechischen Finanzkrise. Exemplarisch werden typische Analysestränge und Ergebnisse zum Zeitraum zwischen Februar bis Juni 2010 vorgestellt und in ihren Auswirkungen diskutiert.
Complete Paper Title:
Bickes, H., Butulussi, E., Otten, T. & Schendel, J. (2014). Globale Krisen der Finanzmärkte als Krisen einer Freundschaft – deutsche und griechische Medienberichterstattung während der Diskussion um europäische Rettungspakete zur Stützung des griechischen Staatshaushaltes, oder: Hört beim Geld die Freundschaft auf? In N. Katsaounis & R. Sidiropoulou (Eds.), Sprachen und Kulturen in (Inter)Aktion. Hellenogermanica 2 (pp. 325-345). Frankfurt a. M.: Peter Lang.
"From Pronunciation Training to Intercultural Competence: Teaching German as a Foreign Language in Greece."
This article explores the connection between teaching pronunciation and developing intercultural competence, arguing that this approach can help address two key challenges faced by students learning German as a foreign language. The first challenge concerns the difficulties students encounter in mastering correct German pronunciation, a problem that can be addressed through better teacher specialization and by familiarizing both students and teachers with new methods of teaching and learning pronunciation. The second challenge involves the negative stereotypes associated with the German language, particularly its pronunciation, which can hinder both the acceptance and the learning of the language. A key component of teacher education should therefore be raising intercultural and transcultural awareness. This can be achieved through engagement with discourses that involve stereotypes about both the German and Greek languages and cultures. The aim of this process is to challenge these stereotypes and promote a more open and receptive attitude toward the foreign language and culture.
What should a teacher do with a child who continuously attacks and hits their classmates? What options does a teacher have when working with a student whose native language is not Greek, and who, despite being in the second grade, cannot read or write? How can a teacher support a student who consistently responds to questions in unexpected ways? How should a teacher handle a student who refuses to participate in class, or a preschool child who keeps falling and crying?
An interdisciplinary team works together to address issues in the classroom that lead to social exclusion, with the goal of preventing or reversing it. This team brings together educators from schools in Thessaloniki, as well as members of the academic community and professionals in the field of mental health prevention.
A core belief of the team is that a school should not focus solely on the teacher or the individual child, but on the social relationships that contribute to the child’s development as a person, with the principles of individual freedom and sociality as the foundation of freedom.
The method developed is Reflexive Praxis. This approach integrates communication and social perspectives on relationships, aiming to solve problems by transforming classroom dynamics, with the teacher serving as a catalyst for change.
In the book, the experiential approach of the Group's practice is alternated and integrated with theoretical perspectives, in the spirit of the praxis unity of theory and practice. It examines specific cases, presents the theoretical framework, and explores the broader reflections and concerns of the group's members.
Eleni Butulussi is a founding member of the interdisciplinary "Group of Reflexive Praxis against Social Exclusion in Schools of Thessaloniki," where she has contributed to supporting teachers in addressing student exclusion. Her work has focused on analyzing classroom communication and raising awareness of the discourses surrounding inclusion and exclusion. Along with her colleagues from the Reflexive Praxis Group she co-authored the above Greek-language book "Reflexive Praxis. Exclusion at School".
Περίληψη
Τι κάνει η δασκάλα ή ο δάσκαλος με ένα παιδί που συνεχώς επιτίθεται στους συμμαθητές του και τους χτυπάει; Τι δυνατότητες έχει με έναν μαθητή που η μητρική του γλώσσα δεν είναι η ελληνική και, ενώ είναι στη Β΄ τάξη, δεν ξέρει να γράφει και να διαβάζει; Πώς μπορεί να οδηγήσει στη μάθηση μια μαθήτρια που συστηματικά απαντάει με μη αναμενόμενο τρόπο στις ερωτήσεις; Πώς να αντιμετωπίσει έναν μαθητή που δεν συμμετέχει στο μάθημα και τί να κάνει με ένα παιδί του νηπιαγωγείου που όλο πέφτει και κλαίει;
Μια διεπιστημονική ομάδα συνεργάζεται με σκοπό να αντιμετωπίσει προβλήματα στη σχολική τάξη που οδηγούν στον κοινωνικό αποκλεισμό, και να συμβάλει στην αποτροπή ή την ανατροπή του. Στην Ομάδα συναντώνται εκπαιδευτικοί από σχολεία της Θεσσαλονίκης με μέλη της επιστημονικής κοινότητας από τον πανεπιστημιακό χώρο και από τον χώρο πρόληψης της ψυχικής υγείας.
Κοινή παραδοχή είναι ένα σχολείο στο κέντρο του οποίου δεν βρίσκεται ούτε ο εκπαιδευτικός ούτε το παιδί ατομικά, αλλά οι κοινωνικές σχέσεις που οδηγούν στη συγκρότηση του παιδιού σε πρόσωπο, με αρχές την ελευθερία του προσώπου και την κοινωνικότητα ως προϋπόθεση της ελευθερίας.
Η μέθοδος που αναπτύσσεται είναι η Αναστοχαστική Πράξη. Σε μια οπτική που συνθέτει την επικοινωνιακή με την κοινωνική θεώρηση των σχέσεων, η αναστοχαστική εκπαιδευτική πράξη επιδιώκει τη λύση των προβλημάτων μέσα από την αλλαγή των σχέσεων στην τάξη με καταλύτη τη δασκάλα ή τον δάσκαλο.
Στο βιβλίο εναλλάσσονται και συντίθενται η βιωματική προσέγγιση της πρακτικής της Ομάδας με θεωρητικές προσεγγίσεις, στο πνεύμα της πραξιακής ενότητας θεωρίας και πρακτικής. Εξετάζονται συγκεκριμένες περιπτώσεις, και παρουσιάζεται το θεωρητικό πλαίσιο καθώς και ο γενικότερος προβληματισμός των μελών της ομάδας.
This bilingual Festschrift, presented in both German and Greek, is dedicated to Professor Dr. Käthi Dorfmüller-Karpusa, Professor of Linguistics in the Department of German Language and Philology at the Aristotle University of Thessaloniki. It includes 26 contributions on the theme of "Language and Multiculturality." The theoretical frameworks underpinning the individual articles provide a comprehensive overview of the diverse methodological approaches and academic disciplines, including linguistics, literary studies, didactics, translation studies, sociology, and psychology.
Diese zweisprachige Festschrift ist Frau Prof. Dr. Käthi Dorfmüller-
Karpusa, Professorin für Linguistik an der Abteilung für Deutsche
Sprache und Philologie der Aristoteles-Universität Thessaloniki
gewidmet. Sie enthält 26 Beiträge zum Thema ”Sprache und
Multikulturalität“. Die theoretischen Ansätze, die den einzelnen
Artikeln zugrunde liegen, geben einen Einblick in die Vielfalt der
methodischen Verfahren und Wissenschaftsrichtungen wie
beispielsweise der Linguistik, Literaturwissenschaft, Didaktik,
Übersetzungswissenschaft, Soziologie und der Psychologie.
Ο δίγλωσσος αυτός τόμος αποτελεί τιμητικό αφιέρωμα στην Καίτη
Dorfmüller-Καρπούζα, καθηγήτρια γλωσσολογίας του Τμήματος
Γερμανικής Γλώσσας και Φιλολογίας της Φιλοσοφικής Σχολής του
Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης. Περιλαμβάνει 26
άρθρα επιστημόνων από την Ελλάδα και το εξωτερικό σχετικά με το
θέμα «Γλώσσα και Πολυπολιτισμικότητα». Οι θεωρητικές προσεγγίσεις
των άρθρων άπτονται διαφόρων επιστημονικών πεδίων
όπως της γλωσσολογίας, της λογοτεχνίας, της διδακτικής, της
μεταφρασεολογίας, της κοινωνιολογίας και της ψυχολογίας.
Creating social stereotypes through language is a common process. However, when this process is exploited to stigmatize a particular group, it becomes especially concerning, as it fosters the exclusion of the targeted group and undermines the cultural, political, social, and economic relations between different social groups and citizens of the countries involved. How, then, is this potent discourse of division and hostility constructed?
A research team from Greece and Germany—specifically from the Departments of German Language at Aristotle University of Thessaloniki and Leipzig University—working within the framework of critical discourse analysis, studied approximately 600 German and Greek articles published in both print and electronic media during that period. The analysis uncovered, among other things, the semiotic tools that facilitate the rhetorical reinforcement of difference and provide deeper insight into the Greek media's responses to German press coverage. The juxtaposition of German and Greek articles reveals a kind of dialogue between them, which, on one hand, primarily serves to reactivate stereotypes, biases, and historical grievances, and on the other hand, to a lesser extent, critiques this discourse of division, highlighting similarities and areas of convergence.
Some of the findings are presented in the book below, which was published in Germany:
Bickes, H., Butulussi, E., Otten, T., Schendel, J., Sdroulia, A., & Steinhof, A. (2012). Die Dynamik der Konstruktion von Differenz und Feindseligkeit am Beispiel Griechenland: Hört beim Geld die Freundschaft auf? Kritisch-diskursanalytische Untersuchungen der Berichterstattung ausgewählter deutscher und griechischer Medien (Constructing difference and animosity - The case of Greece: Does friendship stop when money issues start? Critical discourse analysis studies in selected articles from the German and Greek press.) Iudicium: München.
Studies on the Valency of Cognitive Verbs in German and Modern Greek.
Logical, semantic and pragmatic analyses on the constitution of contrastive lexicon entries.
Abstract:
The German modern Greek lexicon entries of cognitive verbs presented in this study are designed as an extension of the Lexicon entries found in valency dictionaries. They comprise a meaning paraphrase, a translation, a logical, semantic and pragmatic characterisation of the verb, a syntactic and semantic characterisation of the obligatory actants and a large number of example sentences providing a systematic illustration of the possible combination between the various actants and the semantic (and other) restrictions. These lexicon entries are the product (1) of extensive contrastive analyses of the verbs and their actants from logical, semantic, syntactic and pragmatic points of view, and (2) of a detailed discussion of lexicological issues. The research is based on a corpus consisting of approximately 4,000 excerpts of spoken and predominantly written language in both German and Modern Greek.