Abstract:

It has been observed that the economic recession has generated new data for the lower social strata education, basically annulling the rights policy that had been implemented, based on the international and National Law about rights in education. During the past decade in Greece, an increase of students entering Tertiary education has been observed resulting to the generation of prerequisites for social mobility and social inequalities bluntness. Lower social strata income increase allowed families to invest in education creating to their members those prerequisites for success in Universities. Entering Universities is tied to the families’ social and political status change and gives to individuals the possibility of professional and social mobility.
The economic recession does not allow the lower social strata to reinforce their children’s education and prepare them to enter Tertiary education. The salaries shrinking along with unemployment does not allow lower social strata to invest money on their children’s education. At the same time, the Welfare-state shrinking generates individuals’ exclusions and marginalization so that the lower social strata cannot benefit from opportunity structures that will create better prerequisites for their members to enter the social and political system.
Economic recession, eventually, functions at the expense of individuals belonging to the particular lower social class by undermining its members’ professional perspectives and, in general, of their social and political presence in the state structures.
In our article, what is being examined, in the first level, is how new technologies create an informal educational pattern in which groups of sensitized citizens provide tutorial classes by organizing courses and utilizing interactive systems, communicate with students that are not able to have tutorial support due to the economic conditions in Greece. Reference is selectively made to interactive forum providing material for every subjects unit necessary for the exams to enter University. The functional organization of the classroom environment is simultaneously projected, as it is formulated in the particular forum. The pedagogical principles, psychological interpretations, aesthetics and the more general connection of technology with humanistic principles related to the youngster’s contact with the technical means that teach and guide him are being commented.
In the second level, what is being examined is how new technologies formulate a knowledge environment, contribute to opportunities equality for the lower social strata and through technology a redistribution of privileges is realized, while opportunities structures for young people, within a period of unalloyed liberalism, in which youngsters’ social rights are cancelled, and social equality tied to democracy and humanism, are generated. Emphasis is given on a functional situation that is formulated in which the citizens’ society functions through technology with individuals formulating another dynamics that cancels the determined-by-the-state provision schemata, by changing the political perspective since new technologies, apart from the new knowledge environment, set the limits for a different model of social and political relationships by decreasing social tensions and exclusions.