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The Making of a Modern Greek Identity
This volume explores the ways in which the teaching of Greek history in Greek schools helped shape a Greek national identity. The period covered (1834-1913) is particularly significant as it was a time of major social, political, and cultural change in Greece. In contrast to most 19th century European narratives whose national identities were mostly developed around contemporary indigenous cultural models, Greece looked to its ancient past when constructing its own concept of a national identity. After the formation of a Greek national school system and universal education in Greece in 1834, an idealized modern Greek identity was constructed and taught that promoted an exclusive and original Greek historical past that would link the modern Greek individual to the culture and history of ancient Greece.
Formal and Informal Education during the Rise of Greek Nationalism
This book examines informal modes of learning in Greece from in the late nineteenth and early twentieth centuries, set against the backdrop of Greek nationalist interests and agendas. For much of this period, one of the Greek state’s major goals was to bind the nation around a common history and culture, linked to a collective and homogenous community. This study addresses the critical relationship between the average Greek child and their home, community, and school life during the earliest stages of their education. The stories, games, songs, and theater that children learned in Greece for much of the late nineteenth and early twentieth centuries went beyond shaping their moral character or providing entertainment, but were instrumental in forging a Greek national consciousness.
Educating Greek Americans
This edited collection considers Greek American formal and informal educational efforts, institutions, and programs, broadly conceived, as they evolved over time throughout the United States. The book’s focus on Greek Americans aims to highlight the vast array of educational responses to local needs and contexts as this distinct, yet, heterogeneous immigrant community sought to maintain its linguistic, cultural, and religious heritage for over one hundred years. The chapters in this volume amend the scholarly literature that thus far has not only overlooked Greek American educational initiatives, but has also neglected to recognize and analyze the community’s persistence in sustaining them. This book is an important contribution to an understanding of Greek Americans’ long overdue history as a significant diaspora community within an American context.
The Greek Revolution and the Greek Diaspora in the United States
This book examines the question of historical awareness within the Greek communities in the diaspora, adding a new perspective on the discussion about the Greek Revolution of 1821 by including the forgotten Greeks in the United States and Canada. The purpose of this volume is to discuss the impact of the Greek Revolution as manifested in various discourses. It is celebrated by the Greek communities, taught in Greek schools, covered in the local newspapers. It is an inspiration for literary, artistic, and theatrical creations. The chapters reflect a broad range of disciplines (history, literature, art history, ethnology, and education), offering both historical and contemporary reflections. This volume produces new knowledge about the Greeks in the United States and Canada for the last 100 years. The Greek Revolution and the Greek Diaspora in the United States will attract scholars, students, and public readers of Modern Greek Studies and Greek American Studies, as well as those interested in comparative history, diaspora and ethnic studies, memory studies, and cultural studies.
Soviet Nation-Building in Central Asia
The demise of the Soviet Union in 1991 resulted in new state-led nation-building projects in Central Asia. The emergence of independent republics spawned a renewed Western scholarly interest in the region’s nationality issues. Presenting a detailed study, this book examines the state-led nation-building projects in the Soviet republics of Kazakhstan and Uzbekistan. Exploring the degree, forms and ways of the Soviet state involvement in creating Kazakh and Uzbek nations, this book places the discussion within the theoretical literature on nationalism. The author argues that both Kazakh and Uzbek nations are artificial constructs of Moscow-based Soviet policy-makers of the 1920s and 1930s. T...
Antiquity and Enlightenment Culture
This volume represents the first move towards a comprehensive overview of the place of antiquity in Enlightenment Europe. Eschewing a narrow focus on any one theme, it seeks to understand eighteenth-century engagements with antiquity on their own terms, focusing on the contexts, questions, and agendas that led people to turn to the ancient past. The contributors show that a profound interest in antiquity permeated all spheres of intellectual and creative endeavour, from antiquarianism to political discourse, travel writing to portraiture, theology to education. They offer new perspectives on familiar figures, such as Rousseau and Hume, as well as insights into hitherto obscure antiquarians and scholars. What emerges is a richer, more textured understanding of the substantial eighteenth-century engagement with antiquity.
American Educational History Journal
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
World Yearbook of Education 2022
The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book l...
American Educational History Journal
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that...
American Educational History Journal
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that...
