Zelia Gregoriou
Biographic Data
| ID | 4867790 |
|---|---|
| NAME | Zelia Gregoriou |
| GIVEN NAMES | Zelia |
| FAMILY NAME | Gregoriou |
| SIGNATURE | GREGORIOU Z |
| AFFILIATIONS | University of Cyprus |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 2 |
Locke’s Children? Rousseau and the Beans (Beings?) of the Colonial Learner
The utopianism of John Locke's natural learning
This article focuses on John Locke's understanding of the student as a natural learner and on the ambiguous utopia of childhood that underpins this understanding. It draws a parallel between the educational utopia of natural learning and colonization, and then investigates ethico-political implications. Locke politicizes natural learning in ways that normalize exclusions at the level of intersubjective ethical relations and naturalize colonial ex…
Pedagogy and Passages
This article explores the pedagogical significance of non-static and hybrid utopian readings and writings by focusing on Margaret Cavendish's educationally-philosophically neglected female utopia The Description of a New World, Called the Blazing World. It questions the exaggerated, inflated and exclusivist emphasis on the pedagogical benefits of homologous spatial signifiers of entry into utopia and return to home and draws examples of utopian p…
Globalisation, the challenge of educational synchronisation and teacher education
In this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher…
De‐scribing hybridity in ‘unspoiled Cyprus’
As post‐Independence but still ethnically divided Cyprus enters Europe and speaks the idiom of multiculturalism, the fear of Others and otherness become re‐inscribed in its cultural self‐projections and the politics of the history of education. This article argues that the post‐Independence fascination with roots and derision for otherness has been marked by a double colonial legacy: the colonial ‘Othering’ of Cypriots as a ‘hybrid genus’, and th…
Commencing the Rhizome
2004). Commencing the Rhizome: Towards a minor philosophy of education. Educational Philosophy and Theory: Vol. 36, No. 3, pp. 233-251
Letter Writing and the Performativity of Intimacy in Female Pedagogical Relations
Commencing the Rhizome
2004). Commencing the Rhizome: Towards a minor philosophy of education. Educational Philosophy and Theory: Vol. 36, No. 3, pp. 233-251
De‐scribing hybridity in ‘unspoiled Cyprus’
As post‐Independence but still ethnically divided Cyprus enters Europe and speaks the idiom of multiculturalism, the fear of Others and otherness become re‐inscribed in its cultural self‐projections and the politics of the history of education. This article argues that the post‐Independence fascination with roots and derision for otherness has been marked by a double colonial legacy: the colonial ‘Othering’ of Cypriots as a ‘hybrid genus’, and th…
Letter Writing and the Performativity of Intimacy in Female Pedagogical Relations
De‐scribing hybridity in ‘unspoiled Cyprus’
As post‐Independence but still ethnically divided Cyprus enters Europe and speaks the idiom of multiculturalism, the fear of Others and otherness become re‐inscribed in its cultural self‐projections and the politics of the history of education. This article argues that the post‐Independence fascination with roots and derision for otherness has been marked by a double colonial legacy: the colonial ‘Othering’ of Cypriots as a ‘hybrid genus’, and th…
Commencing the Rhizome
2004). Commencing the Rhizome: Towards a minor philosophy of education. Educational Philosophy and Theory: Vol. 36, No. 3, pp. 233-251
Globalisation, the challenge of educational synchronisation and teacher education
In this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher…
The utopianism of John Locke's natural learning
This article focuses on John Locke's understanding of the student as a natural learner and on the ambiguous utopia of childhood that underpins this understanding. It draws a parallel between the educational utopia of natural learning and colonization, and then investigates ethico-political implications. Locke politicizes natural learning in ways that normalize exclusions at the level of intersubjective ethical relations and naturalize colonial ex…
Pedagogy and Passages
This article explores the pedagogical significance of non-static and hybrid utopian readings and writings by focusing on Margaret Cavendish's educationally-philosophically neglected female utopia The Description of a New World, Called the Blazing World. It questions the exaggerated, inflated and exclusivist emphasis on the pedagogical benefits of homologous spatial signifiers of entry into utopia and return to home and draws examples of utopian p…
Locke’s Children? Rousseau and the Beans (Beings?) of the Colonial Learner
Sociology (6 works) · Epistemology (5 works) · Philosophy (4 works) · Art (3 works) · Literature (3 works) · Philosophy (3 works) · Political science (3 works) · Aesthetics (2 works) · Environmental ethics (2 works) · Global Education and Multiculturalism (2 works)