A methodological framework is presented for the analysis of the discursive function of the science exhibit, which is treated as a multimodal “text” with conceptual, structural, and operational features encoding science knowledge. This analytical model is founded on Bernstein's theory of cultural codes (classification and framing) and socio-linguistics (formality). By using this framework, it is hoped that the museum researcher, the science museum practitioner, and the science communicator are empowered to retrieve the science exhibit “message,” to reconstruct the image of (...) the represented science, and the socio-cultural positioning of the model visitor in the communicative context of the science museum. (shrink)

The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio?economic background and area of residence. In total, 800 young people (i.e. four groups?students in upper?secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people?s views corresponding (...) to a ?pragmatic? image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non?academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society. (shrink)