"Europe" as an Alibi: An Overview of Twenty Years of Policy, Curricula and Textbooks in the Republic of Cyprus--and Their Review

Autor/in	Philippou, Stavroula
Titel	"Europe" as an Alibi: An Overview of Twenty Years of Policy, Curricula and Textbooks in the Republic of Cyprus--and Their Review
Quelle	In: European Educational Research Journal, 11 (2012) 3, S.428-445 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2012.11.3.428
Schlagwörter	Social Justice; Foreign Countries; Educational Change; Democracy; Textbooks; Comparative Analysis; Educational Policy; Curriculum Design; Case Studies; Educational Innovation; Civil Rights; Cultural Pluralism; Prosocial Behavior; Conflict Resolution; History; Efficiency; Competition; Cyprus + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; Bildungsreform; Demokratie; Textbook; Text book; Schulbuch; Lehrbuch; Politics of education; Bildungspolitik; Lehrplangestaltung; Case study; Fallstudie; Case Study; Instructional innovation; Bildungsinnovation; Bürgerrechte; Grundrechte; Zivilrecht; Kulturpluralismus; Conflict solving; Konfliktlösung; Konfliktregelung; Geschichte; Geschichtsdarstellung; Effectiveness; Effektivität; Wirkungsgrad; Wettkampf; Zypern
Abstract	This article compares discourses on "Europe" in Greek-Cypriot policy, curricula and textbooks over approximately the last twenty years, from the early 1990s, when Cyprus applied for European Union (EU) membership, until 2011-12, the school year during which the recently revised curricula were gradually introduced to schools for implementation. This period spans both before and after the accession of the Republic of Cyprus to the EU in 2004, the year when an educational reform was also launched. As this reform has been mainly materialised through curriculum review processes, and as "Europe" has been repeatedly invoked to legitimise and explain its necessity, it renders Cyprus a useful case study, within the "problematique" of this special issue, in terms of exploring the shaping and governing of a European education policy space via "European" curricula. Findings indicate distinct differences and continuities between the two periods; although "Europe" increasingly provides a framework to legitimise curricular innovation towards tolerance and respect for diversity, human rights and democracy, reconciliation and inclusion, it is not systematically addressed in curriculum texts in locally relevant ways to alleviate existing tensions between ethno-national and state identities which have historically fuelled inter-communal conflict and division in Cyprus. Moreover, the construction of citizens seems to increasingly draw from the knowledge economy paradigm and from discourses of efficiency and competitiveness, despite a parallel (and more publicised) agenda for social justice and inclusion in the recent curriculum review documentation. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10