CV

Information

Name: Victoria Position: Laboratory Teaching Staff
Surname: Konidari Subject: Educational eadership and quality, communication strategies, crises and change management, human geography, resilience and inclusion, prevention of early school leaving and educational disadvantage.
Email: vickonidari@upatras.gr Phone: 2610 969781

Konidari Victoria is currently assistant teaching staff (EDIP) in the Department of Education and Social Work at the University of Patras. Having received a Marie Curie scholarship funded by EC (grant number 750405), she has worked as an autonomous post-doctoral researcher in the FISPPA department of the University of Padua, in Italy, in charge of the Re-mapping research project (http://remapping.upatras.gr/). Both her professional and academic path provides her with a polyvalent expertise and a vast international experience in the field of education. Her areas of expertise are educational quality, teachers’ training, educational disadvantage, early school leaving, human geography in educational institutions and management of schools as learning organizations.

 

Short CV:
Education:
Position – Subject:
Scientific fields of interest:
Employment history:
Main research work:
Postgraduate:
  • Introduction to Qualitative Research
  • History of Knowledge
Undergraduate:
  • Organization and Management
  • Human Geography in Educational Institutions

Papers in peer-reviewed Journals

Konidari Victoria (2021). Dreams, maps, and time horizons: exploring hidden forms of student expulsion and disadvantage, Comparative Education, DOI: 10.1080/03050068.2021.1967590

Konidari Victoria (2021). Traductions et lieux de rencontre : Leçons tirées d’une étude de cas sur la gestion des crises. La Recherche En Education, n°24 (2021), pp.62-72

 
2021 Victoria Konidari & Lelouda Samara (2021). Handling a professional crisis: the in-betweens of individual and institutional resilience in the case of Greek public secondary education teachers, PRACTICE, DOI: https://doi.org/10.1080/25783858.2021.1968278 
2020 Konidari Victoria, (2020). Time, Dwelling and Educational Disadvantage. Education Inquiry. DOI: https://doi.org/10.1080/20004508.2020.1784531 
2019 Konidari Victoria, (2019). Semiotic knowledge brokering: An additional language for understanding policy convergence in the European Education Policy Space. Academia, Number 16-17, pp. 112-144. ISSN, 2241-1402. https://doi.org/10.26220/aca.3174
2019 Konidari, V. and Benetton, M. (2019). Adolescents’ perceptions of future planning in Italy, France and Greece: dimensions of time and disadvantage. Studium Educationis, pp. 7-23,  ISSN 2035-844X (on line) – DOI: 10.7346/SE-032019-01
2012 Konidari Victoria, (2012).  « Privatização da educação pública – necessidade incontestável ou fim de um mito? », Revista Educação em Foco –ISSN 1519-3322, 20, 145-17
2011 Konidari Victoria, (2011). Education in a complex world. A political question to be answered. On the Horizon, 19 (2), 75-84.
2008 Konidari V., Abernot, Y. (2008).  The way classroom functions: another hidden curriculum to be explored. International Journal of Social Sciences, 3(1), 1-7.
2008 Konidari Victoria, Abernot, Yvan. (2008). Teaching KM to secondary education teachers through an action research model.  International Journal of Teaching and Learning Studies, 1 (3), 234-252.
2007 Victoria Konidari and Yvan Abernot. (2007). Creation of a knowledge city in educational institutions: a model for promoting teachers’ collective capacity building.  International Journal of Learning and Change, 2 (1), 51-69.
2007 Konidari Victoria, Abernot, Yvan. (2007). The Change of Paradigm as Primer to Collective Capacity Building. International Journal of Learning and Change, 2 (3), 286-306.
2007 Konidari Victoria and Abernot Yvan. (2007). The praxeology approach as primer for the implementation of KM in secondary education. International Journal of Knowledge and Learning, 3 (2/3), 245-265.
2006 Victoria Konidari, Yvan Abernot. (2006). From TQM to learning organization: Another way for quality management in educational institutions. International Journal of Quality & Reliability Management, .23(1), 8-26.
2005 Konidari Victoria. (2005). La conscience collective : condition sine qua none pour les équipes apprenantes.  Évolutions Psychomotrices, 67, 36-42.
2005 Victoria Konidari and Yvan Abernot (2005). Secondary Schools as Knowledge Managers: Conditions and Perspectives. The International Journal of Knowledge, Culture and Change Management, 5(6), 217-226.

BOOKS

 

2011 Konidari, V. (2011). La question de qualité et la crise éducative. Éditions Universitaires Européennes (mars 2011). ISBN-10: 6131568545, ISBN-13: 978-6131568541.
2009 Konidari, V. & Y. Abernot. (2009). “Les cités de connaissance. L’institution au coeur de la réussite scolaire”, Collection Savoir et Formation, Paris : L’Harmattan. ASIN: B0057WI4V8.

Papers in Peer-reviewed Conference Proceedings

 

2019 Konidari, V. (2019). ‘Repositioning policy making: The clash between policy makers and the field’. In B. E. Stalder & C. Nagele (Eds.), Trends in vocational education and training research, Vol. II. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) (pp. 232–240).https://doi.org10.5281/zenodo.3371502 ECER, European Conference on Educational Research, 2019. Hamburg, 2-6/9/2019.
2019 Konidari V. (2019). ‘The missing element of ‘organic relation’ in current definitions of active citizenship. Evidence from the field’. First International Conference of the journal “Scuola Democratica”. University of Cagliari,  6-8/6/2019. Volume I, Politics, Citizenship, Diversity and Inclusion. http://www.scuolademocratica-conference.net/proceedings/
2013 Stamelos, G. & Konidari, V. (2013). ‘La construction de la légitimité d’université comme enjeu social et politique’. Colloque international, Nantes (France), « Les questions vives en éducation et formation: regards croisés France-Canada », 5, 6 et 7 Juin 2013, pp.1-6.
2008 Konidari, V. (2008). ‘L’enseignement du FLE par le théâtre. Un cheminement différent vers une approche holistique de l’enseignement/apprentissage’. Congrès International : Année Européenne du dialogue interculturel : communiquer avec les langues cultures, Α.Π.Θ. pp. 310-320.
2006 Konidari, V. (2006). ‘Systems of Schools’ Quality Control by transforming schools into learning organisations’. 7th annual conference on methodologies and educational programmes , 8-10/4 2005, University of Patras, Patra.

Papers in Conferences without Proceedings

2019 Konidari, V. ‘Semiotic analysis of students’ imaginative geographies: A new direction to tackle educational disadvantage’. Tartu School of Semiotics International Conference, organized by the Institute of Philosophy and Semiotics, University of Tartu in collaboration with the Estonian Semiotics Association, 17-20/8/2019.