Global Youth

Kontopodis, M. (2016). Youth “in Movement” in Contemporary Brazil: Sharing Intense Moments with José, Carlos, Raquel, and Werá Mirim / open access — from the book:peter_lang_cover

Kontopodis, M.; Magalhães, M.C. & Coracini, M.J. (Eds) (2016). Facing Poverty and Marginalization: 50 Years of Critical Research in Brazil. Bern, Oxford & New York: Peter Lang.

Portuguese version: A Juventude em Movimento no Brasil Contemporâneo, ou: Compartilhando Alguns Momentos Intensos com José, Carlos, Raquel e Werá Mirim. In: R. Ribes, A. E. Lopes & N. Santos (Eds) Infância, Juventude e Educação: Práticas e Pesquisas em Diálogo (Childhood, Youth and Education: Practices and Research Projects in Dialogue) (pp. 171-185). Rio de Janeiro: NAU.


Kontopodis, M.; Varvantakis, C. & Wulf, C. (Eds) (2017). Global Youth in Digital Trajectories. London: Routledge.

Kontopodis, Michalis (2011). Transforming the Power of Education for Young Minority Women: Narrations, Meta-Reflection, and Societal Change. Ethos, 39 (1), 76-97.

springer_coverKontopodis, Michalis, Wulf, Christoph & Fichtner, Bernd (Eds.) (2011) Children, Development and Education: Cultural, Historical, Anthropological PerspectivesNew York: Springer.

Kontopodis, Michalis (Ed) (2009) Children, Culture & Emerging Educational Challenges: A dialogue with Brazil. Berlin: Lehmanns Media. OPEN ACCESS – FREE DOWNLOAD HERE – also HERE

Further works:

Kontopodis Michalis & Newnham Denise (Guest Eds). Dialogue 2011: Expanding Cultural-Historical and Critical Perspectives on Child and Youth Development, ETHOS, Vol. 39, Issue 1, 2011. For internal use with password the whole special section is here: Ethos_KontopodisNewnham

De Bruin-Wassinkmaat, A.-R., & Kontopodis, M. (2016). How should an ideal innovation process take place? A dialogue with teachers from innovative Dutch secondary schools. In B. Althans & J. Engel (Eds.), Responsive Organisationsforschung: Methodologien und institutionelle Rahmungen von Übergängen (pp. 255-283). Wiesbaden: Springer VS-Verlag.

Children, Culture and Emerging Educational Challenges

Kontopodis, Michalis (2011). Enacting Human Developments: from Representation to Virtuality. In: M. Kontopodis, C. Wulf, & B. Fichtner, (Eds.) Children, Development and Education: Cultural, Historical, Anthropological Perspectives. Dordrecht, London, New Delhi and New York: Springer.

Kontopodis, Michalis & Graeser, Stefanie (2010). Die Leiter Hochgehen“ oder „Wie sich ein marginalisierter Schüler zu seiner Entwicklung in der Schule äußert“: Eine exemplarische Zeichnungsinterpretation auf der Basis der dokumentarischen Methode (On the Way Up the Ladder: How a Marginalized Student Expresses Himself about His Development at School. Exemplary Drawing Interpretation on the Basis of the Documentary Method). Cadernos de Pesquisa em Educação, 16(32), 184-208.

Kontopodis, Michalis (2007). Human Development as Semiotic-material Ordering: Sketching a Relational Developmental Psychology. Outlines: Critical Social Studies. 2, 5-21.

Preschool in 3 cultures revisited – book and DVD review:

Pourkos, Marios & Kontopodis, Michalis (2006). The Perception (Understanding) of Time in the Linguistic and Pictorial Metaphors of Adolescents. Educational Sciences (Επιστήμες της Αγωγής) 3, 83-98 (in Greek).

Pourkos, Marios & Kontopodis, Michalis (2005). How 16-years old Students Experience Time in School. Psychology, (The Journal of the Hellenic Psychological Society), 12: 2, 249-275, 2005 (in Greek).

PhD Dissertation 
Fabricating Human Development: The Dynamics of ‘Ordering’ and ‘Othering’ in an Experimental Secondary School. Faculty of Education & Psychology, Free University of Berlin, 2003-2007 (Honor: Magna Cum Laude).

See also: Português: