Voskou, Angeliki (2021) History pedagogic practices in Greek supplementary schools in England, past and present. Paedagogica Historica: International Journal of the History of Education, 57 (1–2). pp. 200-219. ISSN 0030-9230 (Print), 1477-674X (Online) (doi:10.1080/00309230.2021.1881131)

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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.

Item Type:	Article
Additional Information:	Issue 1-2: Spaces and Places of Education.
Uncontrolled Keywords:	Greek supplementary education, history/heritage pedagogy, students’ motivation, social change
Subjects:	D History General and Old World > D History (General) L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Educational Development Unit Faculty of Education, Health & Human Sciences Information & Library Services
Last Modified:	02 Dec 2024 14:11
URI:	http://gala.gre.ac.uk/id/eprint/48722

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