Teaching ancient Greek history in Greek compulsory education: textual and ideological continuities and discontinuities
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[1] Aristotle University of Thessaloniki
Aristotle University of Thessaloniki
Dimos Thessaloniki, Grecia
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- Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 53, Nº. 4, 2017, págs. 477-489
- Idioma: inglés
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Resumen
The reality of Greek education presents a dissension in relation to the global trends regarding the existence and use of a single textbook per school subject. This reality also influences the orientation of education research. Thus, the international trend to study how textbooks affect the uptake of knowledge by the student, which is followed by Greek researchers as well, starts from a different basis, given the free choice between numerous school textbooks. However, what even Greek teachers ignore nowadays is that the one-textbook policy has not been unique in the Greek education reality; since 1969/70 the politics of multiple textbooks was dominant, at least in primary school. This paper attempts to present the particular Greek education policy related to the publication of school history textbooks, and secondly embarks on diachronic, historical research of school history textbooks that have been used in primary and secondary education from 1952 to 2010 and their inherent ideological discourse, both its continuities and discontinuities which form the cornerstones of the modern Greek identity.
