Voskou, Angeliki (2022) Students’ identity development in Greek supplementary schools in England from 1950s to 2010s. Paedagogica Historica: International Journal of the History of Education, 59 (1). pp. 171-190. ISSN 0030-9230 (Print), 1477-674X (Online) (doi:10.1080/00309230.2022.2123246)

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Abstract

This paper aims to examine how students in Greek supplementary schools in England develop their identities within a period of structural and inter-generational change in the Greek community due to the recent migration waves from Greece and Cyprus to the UK. This is undertaken with a review of sociological theories and studies around identity construction, complemented by data drawn from the quantitative and qualitative phases of the research, under the prism of critical realism philosophy. The paper examines and discusses how archetypal notions of culture and ethnicity influence pedagogic practices and students’ identity development. The findings call for a revisiting of policies, curricula and pedagogical practices in Greek supplementary education, in order to allow students to negotiate their identities within a period of extensive migration waves and a constantly changing context.

Item Type:	Article
Additional Information:	Issue 1: Rethinking the Social in the History of Education.
Uncontrolled Keywords:	identity development, Greek supplementary education, history pedagogy, social change
Subjects:	H Social Sciences > H Social Sciences (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 14:18
URI:	http://gala.gre.ac.uk/id/eprint/48733

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