History Pedagogic Practices in Greek Supplementary Schools in England, Past and Present

Autor/in	Voskou, Angeliki
Titel	History Pedagogic Practices in Greek Supplementary Schools in England, Past and Present
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 1-2, S.200-219 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2021.1881131
Schlagwörter	Educational History; Teaching Methods; Immigrants; Ethnicity; Educational Policy; Foreign Countries; Heritage Education; Community Schools; Student Motivation; Learner Engagement; Student Attitudes; Secondary School Students; History Instruction; Social Change; Greek Civilization; Cultural Education; United Kingdom; Cyprus; Greece + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Ethnizität; Politics of education; Bildungspolitik; Ausland; Community school; ; Gemeindeschule; Gemeinschaftsschule; Schulische Motivation; Schülerverhalten; Sekundarschüler; History lessons; Geschichtsunterricht; Sozialer Wandel; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Großbritannien; Zypern; Griechenland
Abstract	This study was conducted at an important chronological turning point with regard to the structure of the Greek community and Greek supplementary schools in the UK. This paper, following a mixed-methods methodology, aims to examine whether pedagogic practices and norms of the past that took place in Greek supplementary schools continue to exist today, in a word of continuous socio-political changes. This is undertaken with a retrospective examination of the education of Greek immigrant children in the UK in the past, an examination of how pre-existing, primordial notions of culture and ethnicity influence pedagogic practices and how these influence students' motivation and identity development at present. The findings call for a revisiting of policies, as well as curricular and pedagogic practices in Greek supplementary education, in order to reflect the current fluid and constantly changing context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01