A New Understanding of Modern Greek History of Education in Light of the Postmodern Theoretical Accounts about Nationhood and Identity

Autor/in	Persianis, Panayiotis
Titel	A New Understanding of Modern Greek History of Education in Light of the Postmodern Theoretical Accounts about Nationhood and Identity
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1932271 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1932271
Schlagwörter	Greek; Textbooks; Educational History; Social Systems; Educational Objectives; Cultural Differences; Political Attitudes; Social Attitudes; Advantaged; Poverty; Futures (of Society); Language Usage; Foreign Countries; Postmodernism; Self Concept; Nationalism; Modern History; Educational Change; Elementary Secondary Education; Higher Education; Church Role; Social Change; Administrative Organization; Governance; Conflict; Course Content; Language Variation; Greece + Suchen Sie Ihr Suchwort? Grieche; Griechisch; Textbook; Text book; Schulbuch; Lehrbuch; History of education; Bildungsgeschichte; Social system; Soziales System; Educational objective; Bildungsziel; Erziehungsziel; Kultureller Unterschied; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Armut; Future; Society; Zukunft; Sprachgebrauch; Ausland; Postmoderne; Selbstkonzept; Nationalismus; Neuere Geschichte; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kirchenbild; Sozialer Wandel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Konflikt; Kursprogramm; Sprachenvielfalt; Griechenland
Abstract	The aim of this paper is to present and explain the long and bitter contestation between two poles over the orientation, the aims and the content of education as well as the form of the Greek language to be used in the school textbooks. During the last seventy years (1750-1821) of the Ottoman rule of Greece the poles were cultural but were transformed into mostly social and political after independence (1829). The paper argues that the main reasons of this contestation were their completely opposite views about the historically right cultural future of the reborn nation and the daily widening after independence cultural schism between a highly educated elite and the vast majority of poor and uneducated people as a result of unequal and change-resisting educational provisions. The paper elaborates on the composition, the propositional content, the discursive strategies and the linguistic devices of the two poles. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01