- Professor of modern Greek History and History of Education, University of western Macedonia, Greece. BRIEF CV Born i... moreProfessor of modern Greek History and History of Education, University of western Macedonia, Greece.
BRIEF CV
Born in 1960 in Florina, in western Macedonia, Greece, where she lives until today. Μarried and mother of two children.
Carreer
Professor of the History of Modern Greek Studies in the University of Western Macedonia (since 2015)
Studies
-undergraduate studies, Faculty of Philosophy, Aristotle University of Thessaloniki ---postgraduate studies, Faculty of Philosophy, Department of Byzantine and Modern Greek Studies, Faculty of Philosophy, Department of Pedagogy
-PhD, Faculty of Pedagogy, Department of Preschool Education.
Languages
English, French, German.
Teaching experience
Secondary Education
-Teaching since 1981,(1981-2000)
-programs for adults ‘training (1995-2005).
Higher Education
-undergraduate level: University of western Macedonia, Faculty of Education, Department of Primary Education, (2000-2009) and Department of Balkan Studies (2000-2009) and in the Faculty of Balkan Studies (2000-2009
-postgraduate level
Greece: University of western Macedonia (2002- 2009),
-Democritus University of Thrace (2012-2013)
-University of Western Macedonia
-University of Cyprus University of Cyprus, Department of Educational Sciences (September 2006 and September 2008).
Administrative experience
-Managing Director of the postgraduate program “ Education Science” (GC 199 / 18.9.2007), since 18.9.2007-26.2.2008.
-Coordinator and member of the evaluation committee of Faculty of Education, Department of Primary Education (199 / 18.9.2013)
- Director of the Postgraduate Program ("Theories of Education: Theoretical Approaches to History Research and Teaching, and Local History) (Government Gazette 2087 / τ. Β / 31-7-2014, which was revised by the Government Gazette 896 / τ. Β / 1-4-2016 and Government Gazette 1116 / τ. Β / 20-4-2016), University of Western Greece
(http://history.eled.uowm.gr/)
- Vice-Chairman of the Special Research Account of the University of Western Macedonia (2018)
Scientific Associations-Scientific Journals
-member of the Board of Directors of the Hellenic Society of Educator Historians (ELIE) 2011-2015,
- elected Secretary of (ELIE) ( 2015 until today) \member of the Editorial Board
-member of the Editorial Board of four scientific journals.
Social participation
-Former Director of the Public Library of Florina "Vasiliki Pitoska
- Former academic member of the “Scientific Committee” dealing with the violence against women.
Research
-Participation : 63 national and international conferences,
-Publications:
-43 articles in conference proceedings (28 in Greek and 15 in international), 3 summaries in international conferences.
-8 monographs,
-4 in collaboration with other researchers (3 in Greek and 1 in English),
-64 articles (20 in collective volumes and 44 in Greek and foreign scientific journals). - 4 edited collective volumes.
- 6 dissertations (4 completed and 2 in progress)
- member of the Advisory Committees of 9 dissertations (3 completed and 6 undergoing).
-26 postgraduate papers (23 completed and 3 ongoing) and 36 advisory committees of -36 postgraduate diploma papers (29 completed and 7 undergoing)
- 13 book-lectures
-2 book reviews.
-over 100 mentions.
- Historical novels.
«Sapphire eyes» (Metaichmios)
«Love or Jihad?» (Epikentro).edit
The present study is part of the framework delimited by the scientific discipline of "History of Education". The aim of this paper is to describe and interpret the institutional context of the "secret schools" of the "Rum Millet" under... more
The present study is part of the framework delimited by the scientific discipline of "History of Education". The aim of this paper is to describe and interpret the institutional context of the "secret schools" of the "Rum Millet" under Ottoman rule and to identify the origins of the legend of these schools being illegal and secret, as it is obvious that, although the construction and the diffusion of the legend of the "secret school" started in the beginning of the 19th century, the academic dialogue continues to be active in the present day. The paper deals with the following topics: the institutional context of the schools of the "Rum Millet" under Ottoman rule; the effects of the circumstances, created during the different periods of the Ottoman rule, on the schools' institutional framework and their operation; typological classification of the schools of the Rum millet; the view of "secret schools" among the newly emerged Greek elite after the founding of the Greek state.
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The aim of this paper is to describe and interpret the main objectives of the educational policy of the central elites of the Liberals in the region of Greek Macedonia during the period 1915–1924 concerning the process of assimilation and... more
The aim of this paper is to describe and interpret the main objectives of the educational policy of the central elites of the Liberals in the region of Greek Macedonia during the period 1915–1924 concerning the process of assimilation and especially the cultural assimilation, the structural integration and the psychological identification of the so-called xenophone or allophone population. We investigate the Glinos Foundation Archive using CDA techniques in combination with the historical interpretative method. Αn assimilation process with mild practices took place, while the achievement of national homogenization through literacy via the demotic Greek language teaching was considered as the main goal. KEYWORDS Education; identities; national integration; discourse analysis Introduction
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The aim of this paper is to describe and interpret the main objectives of the educational policy of the central elites of the Liberals in the region of Greek Macedonia during the period 1915–1924 concerning the process of assimilation and... more
The aim of this paper is to describe and interpret the main
objectives of the educational policy of the central elites of the
Liberals in the region of Greek Macedonia during the period
1915–1924 concerning the process of assimilation and especially
the cultural assimilation, the structural integration and the
psychological identification of the so-called xenophone or
allophone population. We investigate the Glinos Foundation
Archive using CDA techniques in combination with the historical
interpretative method. Αn assimilation process with mild practices
took place, while the achievement of national homogenization
through literacy via the demotic Greek language teaching was
considered as the main goal.
KEYWORDS
Education; identities;
national integration;
discourse analysis
Introduction
objectives of the educational policy of the central elites of the
Liberals in the region of Greek Macedonia during the period
1915–1924 concerning the process of assimilation and especially
the cultural assimilation, the structural integration and the
psychological identification of the so-called xenophone or
allophone population. We investigate the Glinos Foundation
Archive using CDA techniques in combination with the historical
interpretative method. Αn assimilation process with mild practices
took place, while the achievement of national homogenization
through literacy via the demotic Greek language teaching was
considered as the main goal.
KEYWORDS
Education; identities;
national integration;
discourse analysis
Introduction
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ABSTRACT
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The assessment of contribution of the Greek Intellectual elite from Greek speaking areas of USSR is interesting because it points out the policy of the Soviet socialistic government for the heterogeneity of the populationaccording to... more
The assessment of contribution of the Greek Intellectual elite from Greek speaking areas of USSR is interesting because it points out the policy of the Soviet socialistic government for the heterogeneity of the populationaccording to their understandingand mainly because it reveals the ways and the means that the mediators that applied the educational policy, used in order to reshape the new national education system. An archive of 106 textbooks reveals the role of the Greek speaking elite in USSR after the domination of Bolsheviks on the Greek speaking areas on 1920 until the beginning of Stalin's acts of exile. The aim of this study is to describe this literature and everything around their topics and the role of the local intellectual elite on the ways that they determine this literature and through them their contribution to the local educational policy. Qualitative analysis and the historical interpretive method were used to study the material. As part of this paper, the researcher sought textbooks, recorded them, studied their content, interpreted and processed it. The research material, which was original, was rescued and studied for the first time.
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This study examines foreign language policy as addressed to Greek primary and secondary education, aiming to: i) record primary and lower secondary education students' plurilingual skills; ii) identify their attitudes to learning European... more
This study examines foreign language policy as addressed to Greek primary and secondary education, aiming to: i) record primary and lower secondary education students' plurilingual skills; ii) identify their attitudes to learning European languages; and iii) explore the extent to which Greek foreign language (FL) teachers are informed and the degree to which they agree with central issues of European Language Policy. This is to be achieved through: a) a brief overview of the situation of FL teaching in Greek education for the last 20 years (by presenting some curricula and official documents on FL teaching); and b) the development of a research project, conducted during the academic year 2008-2009, in which 863 primary school students and 400 students from secondary schools participated. The research project utilised two versions of a questionnaire as a means to collect information from primary and secondary education students. In addition, semi-structured interviews were conducted with 20 FL teachers to establish their views and beliefs in order to gain an understanding of how these affect their educational/teaching practice. The results highlighted students' enthusiasm for learning foreign languages for communicative purposes. Although they regard English as the basic means of international communication, they expressed their willingness either to acquire or improve their skills in other European languages. Furthermore, the positivity of the students was mirrored in their teachers' attitudes towards basic issues of foreign language policy and plurilingualism.
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This comparative study attempts to describe and interpret the contribution of education and welfare policies to Modern Greek nationalism, focusing on two different contexts: Macedonia and the Ottoman Black Sea region. These two regions... more
This comparative study attempts to describe and interpret the contribution of education and welfare policies to Modern Greek nationalism, focusing on two different contexts: Macedonia and the Ottoman Black Sea region. These two regions were chosen as the main research field for the following reasons: (i) both Macedonia and the Black Sea region were inhabited by a mixed group of Christian, Muslim, Jewish, etc. populations, (ii) the Orthodox populations of both areas fell under the intellectual auspices of the Ecumenical Patriarchate, (iii) the Ottoman reforms were implemented in both areas, and (iv) both regions were influenced by the penetration and dissemination of Modern Greek Nationalism. The main goals of this research were (i) to investigate whether there were any differences between the two contexts during the period mentioned above (1860–1923), (ii) to identify the reasons behind education and welfare policies in Macedonia and the Black Sea region, (iii) to identify the diffe...
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This study aims to examine communist education in occupied Greece (1944–1945) in combination with anti-communist education in Greece in the Cold War era (1950–1967). It discusses, on the one hand, the intentions of the Popular Liberation... more
This study aims to examine communist education in occupied Greece (1944–1945) in combination with anti-communist education in Greece in the Cold War era (1950–1967). It discusses, on the one hand, the intentions of the Popular Liberation Front/the Greek Communist Party in establishing Slavic-Macedonian schools and their features and, on the other, it defines the characteristics of the American anti-communist educational model and its impact on the Greek one, as the redefinition of the Greek nation, the constitution of the anti-communist legislative framework, the promotion of educational reform or the need for modernisation and the demand for technological and economic progress. Finally, it evaluates both communist and anti-communist education and their consequences for Greek society
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(1998). “The Community education in the ecclesiastical province of Kastoria." Macedonian. Thessaloniki: Association of Macedonian Studies, v. 31, p. 299-322. -(1999). "Proposal for teaching local history as a part of the books We and our world in primary school ". Makednon. Florina, : Faculty of ...more
ABSTRACT
(2002). S. Iliadou-Tachou "Pedagogical considerations and reformistic experiments in high school of Monastiri of Pelagonia (1876-1912): the modernization drive and the request of national survival" in the 2nd International Conference, University of Patras “ Education at the Dawn of the 21st Centu...more
(2000). S.Iliadou-Tachou "The Greek Community Korca through the General Register of births and baptisms city of Korca years 1902-1917 and Guide of Greece deceived the year 1910" .Proceedings K National Historical Conference "Greek Historical Society" Thessaloniki: Greek Historical Society, pp. 20...more
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(2006). J. Bounovas, S. Iliadou-Tachou. “The Urban School of Greek communities in the region of Servia-Kozani. The curicullum from the late 19th till the early 20th century) » In the Proceedings of the Second Scientific Conference "Theoretical and research approaches in educational reality." Dram...more
A. Andreou, S. Iliadou-Tachou (2005. "From the Association for the distribution of the Greek Culture (1869) to the Macedonian Educational Company (1925): The intervention of the private associations to the education of the Macedonian region. " In: A. Andreou, S. Iliadou-Tachou ( eds) (2005). Proc...more
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(2020). Σ. Ηλιάδου-Τάχου, Καθηγήτρια Νέας Ελληνικής Ιστορίας, πανεπιστημίου Δυτικής Μακεδονίας ΕΙΣΑΓΩΓΙΚΑ Η παρουσίαση εκκινεί από την ιστορική θεώρηση της σχετικής με το έθνος, το κράτος και τις εθνοτικές ομάδες ορολογίας, αφού το... more
(2020). Σ. Ηλιάδου-Τάχου, Καθηγήτρια Νέας Ελληνικής Ιστορίας, πανεπιστημίου Δυτικής Μακεδονίας ΕΙΣΑΓΩΓΙΚΑ Η παρουσίαση εκκινεί από την ιστορική θεώρηση της σχετικής με το έθνος, το κράτος και τις εθνοτικές ομάδες ορολογίας, αφού το εννοιολογικό οπλοστάσιο θα επιτρέψει τόσο την παρουσίαση των ερευνητικών στόχων, όσο και την συναγωγή των σχετικών συμπερασμάτων. Είναι γεγονός ότι το βασικό ερώτημα που απασχόλησε την επιστημονική κοινότητα ήταν αν δημιουργεί ο εθνικισμός τις προϋποθέσεις για την συγκρότηση των εθνών ή τα έθνη προϋπάρχουν και παράγουν τον εθνικισμό. 1 Η πρώτη συζήτηση ανάμεσα στους ακαδημαϊκούς για τον εννοιολογικό προσδιορισμό της έννοιας «έθνος» είναι αυτή που διεξήχθη ανάμεσα στους ιδεαλιστές 2 και στους δομιστές, τους μεταμοντέρνους και τους νεομαρξιστές οι οποίοι προσδίδουν στο έθνος εργαλειακό χαρακτήρα. Το κυρίαρχο ερώτημα που αποτελεί το επίκεντρο αυτής της θεωρητικής συζήτησης ήταν αν η εθνική ταυτότητα έπρεπε να θεωρηθεί "αρχέγονη" φυσική οντότητα ή αν κατασκευάστηκε για να εξυπηρετήσει μεταγενέστερα τις πολιτικές στρατηγικές των πολιτισμικών ομάδων και των ηγετών τους. 3 Η μια πλευρά, δηλαδή οι ιδεαλιστές, δηλαδή οι αρχεγονιστές και οι παλαιϊστές θεωρούν τα έθνη ως παλιές και «φυσικές» συλλογικότητες, οι οποίες κατά συνέπεια προηγούνται του εθνικισμού. Κατά συνέπεια υποστήριξαν ότι το έθνος προηγήθηκε οποιασδήποτε μορφής κοινωνικής συγκρότησης, ενώ οι εθνικές ομάδες είναι φυσικές οντότητες και όχι υποκείμενα που δημιουργήθηκαν μέσα στην ιστορία και τις διαδρομές της. Ανάμεσα στους αρχεγονιστές ορισμένοι θεωρούν το έθνος ως μια εκτεταμένη 1 Ηλιάδου-Τάχου Σοφία, Μιχαήλ Δόμνα. "Συγκρότηση ταυτοτήτων την εποχή του εθνικισμού: Η περίπτωση των Βλάχων της Πελαγονίας".
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This article examines the impact of the Russian civil war 1917–1920 on the Grecophone education of the country. That raises two questions determined by two contexts, on the one hand, the Tsarist (before 1917) and on the other hand, its... more
This article examines the impact of the Russian civil war 1917–1920 on the Grecophone education of the country. That raises two questions determined by two contexts, on the one hand, the Tsarist (before 1917) and on the other hand, its successive system, the Soviet (from 1917). This research aspect leads to the examination of the historical perspective of the Grecophone education under the focus of the changes in educational structures between the two contexts and the determination of amendments in the ideology of education, with an emphasis on the elite leading social groups of each period. The current paper is founded on the historical research analysis which is principally derived from primary sources, such as local newspapers and magazines. The colonizing policy of Greek-Orthodox people in Russia was emphasized, firstly, after the Russian-Turkish War (1768–1774) and the Kucuk-Kainarji treaty. Grecophone education was developed for the Grecophone population in Russia. Before the Russian Civil War, 1917–1920, the Grecophone schools were established by the organized urban communities, which expressed the request of the bourgeoisie to ensure the perpetuation of the Greek culture. After the civil war and the suzerainty of the Bolsheviks, state schools were established and the leadership of education was integrated in the Soviets’ operation, which were elected in every village or city and were represented at the Regional Congress of the Soviets. The focus was on the upgrade of the Grecophone education, with particular aims: the autonomy of the Grecophones of Russia from the centers of Hellenism and the formation of a new political-socialist identity. Keywords: education, language, Grecophone education, civil war, Tsarist Russia, Soviet Union
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Iliadou-Tachou S. (2015). Συγκριτική Προσέγγιση της Ελληνόφωνης Εκπαίδευσης στην Οθωμανική και στην Τσαρική Αυτοκρατορία: Μεθοδολογικά Προβλήματα και Ζητήματα Εννοιολογικού Προσδιορισμού" στο Κ. Δαλακούρα, Σ. Χατζηστεφανίδου, Α. Χουρδάκης (επιμ.). Ρέθυμνο: Εκδόσεις Πανεπιστημίου Κρήτης, σ. 287-311.more
Η παρούσα προσπάθεια έρχεται να μορφοποιήσει και να θέσει υπό συζήτηση ζητήματα που προέκυψαν στη διάρκεια της μακρόχρονης έρευνάς μας, η οποία διεξάγεται από κοινού με τον καθηγητή Κωνσταντίνο Φωτιάδη και εστιάζει στη μελέτη που αφορά... more
Η παρούσα προσπάθεια έρχεται να μορφοποιήσει και να θέσει υπό συζήτηση ζητήματα που προέκυψαν στη διάρκεια της μακρόχρονης έρευνάς μας, η οποία διεξάγεται από κοινού με τον καθηγητή Κωνσταντίνο Φωτιάδη και εστιάζει στη μελέτη που αφορά στην ελληνόφωνη εκπαίδευση του οθωμανικού Πόντου και της τσαρικής Ρωσίας.Ειδικότερα έχει ως σκοπό να εξετάσει τα μεθοδολογικά-εννοιολογικά ζητήματα που αφορούν στην ιστορικο-συγκριτική προσέγγιση της εκπαίδευσης, με πεδίο εφαρμογής την οθωμανική και την τσαρική αυτοκρατορία. Η έρευνα εκτείνεται χρονικά από το δεύτερο μισό του 19ου αιώνα έως το 1920, οπότε οριστικοποιείται στις περιοχές της νότιας Ρωσίας η υποκατάσταση της τσαρικής αυτοκρατορίας από το σοβιετικό κράτος. Επί μέρους στόχοι της εισήγησης είναι: (α) η καταγραφή των θεωρητικών καθώς και θεματικών τάσεων της διεθνούς ιστοριογραφίας στις συγκριτικές προσεγγίσεις, με εφαρμογές στην οθωμανική και στην τσαρική αυτοκρατορία, (β) η καταγραφή των μεθοδολογικών ζητημάτων και των προβλημάτων εννοιολογικού προσδιορισμού που προκύπτουν μέσα από τη συγκριτική μελέτη, και (γ) η συγκριτική προσέγγιση από τη μια της ελληνόφωνης εκπαίδευσης στον οθωμανικό Πόντο –ως παραδείγματος για την ελληνόφωνη εκπαίδευση του οθωμανικού χώρου– και από την άλλη της εκπαίδευσης των ελληνικών κοινοτήτων της τσαρικής Ρωσίας.
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The vision of the city as " a core of the political process " in a social field of reading the local files, such as the File of the municipality of Florina, highlights the Greek-French relations in three years time- from 1917 until the... more
The vision of the city as " a core of the political process " in a social field of reading the local files, such as the File of the municipality of Florina, highlights the Greek-French relations in three years time- from 1917 until the end of 1919, as they were constructed at the place and the time. The aim of the investigation is the control based on the constants of the content of communication for the offer and / or not of French in Florina , for their role as liberators / guarantors Protecting Powers and / or as occupiers / colonizers as indicative detected a) File municipality of Florina ( ? 1917-1919 ) , b ) ) in the report of the Inspector of Primary Schools Ioannidis Florina ( 1918 ) , c ) the local press and in particular in the Journal of Florina I. Theodosius issued in 1916 and correlation of different subjects writing messages they produce
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The article refers to the mapping of the national elections included as a research field in the local history in order to interpret the electoral behavior of populations inhabiting or settled periodically in urban centers of Western... more
The article refers to the mapping of the national elections included as a research field in the local history in order to interpret the electoral behavior of populations inhabiting or settled periodically in urban centers of Western Macedonia . Basic premise of the study is the principle that the micro- focus requires not only the description of the theoretical framework of local history and determining its position within the broader context of national history. Specifically, the research attempts to answer the following research hypotheses : a) The local county societies of Western Macedonia watched the nationwide trends or expressed through traditional structured stereotypes that were unable to attend or developments to decode b ) The behavior of the inhabitants of three county is convergent and allows us to observe at county or deviates from county to county and therefore need to identify the specific circumstances that determine c ) Dominant role in shaping electoral outcomes played the personalities of the candidates who sought the vote of electors the three counties, or the social and racial origins , or better network of established relationships they have formed a relationship with the aspirations and interests of these groups and therefore were chosen ie refugees or Slav these areas d) behavior of residents defined by their racial origin , identity of indigenous or refugee or even from circumstances such as attitudes formed on both sides in Western Macedonia towards the processes of refugee rehabilitation or towards the phenomenon of " illegal transactions " e) the elections were alongside education mechanisms homogenization of ethnic differences and shifted the level of confrontation of the field of cultural differences in that political factions accelerating the assimilation of foreign speaking the bed of the nation state.
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The study examines education in Macedonia and its ability to express in the context of the 19th century a dynamically evolving social and cultural reality. Research in the area of Macedonia shows that especially in the second half of the... more
The study examines education in Macedonia and its ability to express in the context of the 19th century a dynamically evolving social and cultural reality. Research in the area of Macedonia shows that especially in the second half of the 19th century changes in society were adopted by education which monitored them closely. These changes in their pedagogical dimension were accompanied not only by the impressive growth of the school network , but also by impressive changes of the system’s structure, of the teaching methodology, of the curriculum , of the system of teachers’ training as well. This is the period during which new actors and groups were involved in the traditional community management, aiming at participating in the educational management.
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In this study the educational functions of the Black Sea communities from 1682 to 1922 are recorded and are allocated to periods. Concretely the preparation period 1453-1860 is examined during which the conditions were shaped initially in... more
In this study the educational functions of the Black Sea communities from 1682 to 1922 are recorded and are allocated to periods. Concretely the preparation period 1453-1860 is examined during which the conditions were shaped initially in order the concentration of the Byzantine heritage and tradition in the monasteries of the Black Sea to be achieved and then in order this heritage to be diffused through education mechanisms in the urban centers of Pontus . Then the typological classification of Pontos’ schools of the period is recorded with criteria as a) their administration and supervision b ) the categorization of the educational provision and finally c) the history of the two secondary schools (Frontistirio) in Trebizond and in Argiroupolis. In a second level the educational explosion in Pontus during the period 1860-1908 is researched . The context of the period is also described and the schools in the Black Sea region are also classified by the criteria mentioned above. Finally education in Pontus during the period 1910-1922 is studied and the schools of the period classified into categories are presented. The study closes with an assessment of the main conclusions arising from this research
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In this survey it is attempted an answer to be given to the diverse and conflicting versions relating to Kosmas Aitolos, a part of which is governed by religious fanaticism and another is guided by outdated classifications of his... more
In this survey it is attempted an answer to be given to the diverse and conflicting versions relating to Kosmas Aitolos, a part of which is governed by religious fanaticism and another is guided by outdated classifications of his axiomatic principles of teaching. The study uses the perspective of history of education and does an assessment of his worldview origins, and also of the context within which questions should be interpreted, as the origins of his theory about the nation’s illumination or the interpretation of the keywords, as the perception of the nation, of the Romans, or the ottomans.
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The article investigates the issue of refugees’ rehabilitation or settlement in the region of Florina. For the first time the refugees’ facilities, the land distributions, their impact on the economic development, the migration, and the... more
The article investigates the issue of refugees’ rehabilitation or settlement in the region of Florina. For the first time the refugees’ facilities, the land distributions, their impact on the economic development, the migration, and the social life of their communities are researched thoroughly, separately for each village. The integration of the refugees’ settlement in the broader context, the consideration of the problems relating to the possession of the land in wider Macedonia and the study of the peculiarities of the Florina’s area are the crucial advantages of this article whose elements are drawn from the poorly maintained records of the local services of Florina, as the records of the Land Reclamation’s Department of Florina’s Prefecture, the statistical office files etc.
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This research starts from the premise that the issue of the “secret school” has been solved within the academic community and therefore does not capture the diffusion process of the myth but integrated in the context bounded by the... more
This research starts from the premise that the issue of the “secret school” has been solved within the academic community and therefore does not capture the diffusion process of the myth but integrated in the context bounded by the history of modern Greek education attempts to outline the structures of Greek culture during the period 1453-1912, using sources as monographs referring to schools’ history, lists of books, and the newer doctoral dissertations that have brought to light many new data inaccessible to older researchers. The researchers have chosen the macro-historical approach rather than the field research in order to impress the general trends in the Greek culture and to identify their evaluation.
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The study attempts to follow the opinions of Bountona about the preschool education, points of view that conflict with the purposes of preschool education identified by Frobel.
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Abstract: The study attempts an overview of the education focused on the mikro-history level using as a reference point the educational connotations of the region of Florina during the transition from the 19th to the 20th century. The... more
Abstract: The study attempts an overview of the education focused on the mikro-history level using as a reference point the educational connotations of the region of Florina during the transition from the 19th to the 20th century. The special importance lies in the fact that the area was the subject of a specific claim created by the nation states in the Balkans and therefore considered from this perspective education deserves to be thought as an example to draw useful conclusions.
In book: Necati Cumali (1921-2001: a Turkish writer from Florina.Chapter: "The education in the verge of 19th and 20th century: The case of Florina”.Publisher: Florina: Vivliologion, p. 95-106.
In book: Necati Cumali (1921-2001: a Turkish writer from Florina.Chapter: "The education in the verge of 19th and 20th century: The case of Florina”.Publisher: Florina: Vivliologion, p. 95-106.
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The article deals with the electoral list of the years 1914-1915, kept in the General State Archives, an important historical source of the Ottoman Florina, for two reasons: a) because it refers also to the Muslim residents of the city... more
The article deals with the electoral list of the years 1914-1915, kept in the General State Archives, an important historical source of the Ottoman Florina, for two reasons: a) because it refers also to the Muslim residents of the city and allows us to draw valuable conclusions on the demographic composition of the city, and b) because it permits us to fix the residents’ allocation in neighborhoods national pure or mixed. Finally the recording of residents’ occupations in the concrete list is another important historical element, the mapping of which is attempted through descriptive statistics.
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The article refers to a text written in 1913 by the General Inspector of the Greek schools in the ottoman jurisdiction, named Efthimios Bountonas. The text is considered important to clarify some aspects of the language education policy... more
The article refers to a text written in 1913 by the General Inspector of the Greek schools in the ottoman jurisdiction, named Efthimios Bountonas. The text is considered important to clarify some aspects of the language education policy of the Greek State addressing to the allophones enrolled in preschool education in Macedonia who would linguistically Hellenized, according to the inspectors.
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This article explores the interventionist role of private voluntary organizations tolerated by the Greek State in implementing national strategy processes. It focuses on the case of the Association for the Dissemination of Greek... more
This article explores the interventionist role of private voluntary organizations tolerated by the Greek State in implementing national strategy processes. It focuses on the case of the Association for the Dissemination of Greek Literature in 1869 and on the case of the Macedonian Educational Society been established in 1925 that set an objective to strengthen education initially in Macedonia and then in Thrace. Through the investigation appears that the Association has secured state legitimacy and the concomitant state financial aid and had a wide-ranging educational activities as its members were forward-looking bourgeoisie with social prestige and commitment to Venizelos' party.
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The study deals with the legal framework of the Monastirion refugees’ urban rehabilation and imprints the concern of the Greek state to create the conditions of a permanent establishment. The survey reclaims the Archive of the Office of... more
The study deals with the legal framework of the Monastirion refugees’ urban rehabilation and imprints the concern of the Greek state to create the conditions of a permanent establishment. The survey reclaims the Archive of the Office of Social Welfare in Florina, the Official Gazette of the Ministry of Welfare and the local press of Florina.
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The interpretation of the structures and the typological classification of the Trebizond’s schools initially requires their integration into the political and social context, hence a determination of their sessions. It is also considered... more
The interpretation of the structures and the typological classification of the Trebizond’s schools initially requires their integration into the political and social context, hence a determination of their sessions. It is also considered as particularly important the classification of the schools according to specific criteria. The first key criterion for classification it is associated with the context founding of the schools and their governing and supervisory bodies managing this effort. This study monitors the evolution of the Trebizond schools using as criterion their administration and supervision vector, taking into account the context in which education was implemented.
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The study explores the sources of the Archives of the Ministry of the Foreign Affairs and the Records of the Museum of the Macedonian Struggle referring to Pisoderi and interprets the interaction between the ensuring of the social... more
The study explores the sources of the Archives of the Ministry of the Foreign Affairs and the Records of the Museum of the Macedonian Struggle referring to Pisoderi and interprets the interaction between the ensuring of the social mobility in the small village and the conditions having been created after having provided affordability to young people coming from Pisoderi in order to attend the Monastiri Gymnasium.
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Iliadou-Tachou S. (2005). "Comparative Approach of Educational Mechanisms: Greek, Romanian and Serbian Propaganda in Ochrid during the 19th and in the beginning of the 20th Century." In Christian Macedonia. Pelagonia- Another Greece. Thessaloniki-Ochrid. Thessaloniki: University Press, p. 551-565.more
The study monitors the genesis and the development of the educational mechanisms in Ochrid in a period during which the nation building procedures differentiate the demographic composition of the region. In order the impact of the... more
The study monitors the genesis and the development of the educational mechanisms in Ochrid in a period during which the nation building procedures differentiate the demographic composition of the region. In order the impact of the Romanian and Serbian propaganda to the Greek education, that was the first to create educational mechanism in Ochrid, to be examined, it is attempted the context within which the educational effort was implemented to be identified.
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The study deals with the structures and the levels of supervision of the community education implemented in the Greek Orthodox community of Florina during the early 20th century and it takes advantage of the unpublished primary archives... more
The study deals with the structures and the levels of supervision of the community education implemented in the Greek Orthodox community of Florina during the early 20th century and it takes advantage of the unpublished primary archives of Metropolis’ Moglenon dating the period 1905-1912.
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THE ROMANIAN SCHOOLS OF GREECE (1939-1949) Summary Based on Greek and Romanian archives, the aim of this study is to analyze the situation of Romanian schools of Greece and their operation after the Bucharest Treaty. Our study focuses on... more
THE ROMANIAN SCHOOLS OF GREECE (1939-1949)
Summary
Based on Greek and Romanian archives, the aim of this study is to analyze the situation of Romanian schools of Greece and their operation after the Bucharest Treaty. Our study focuses on the decade 1939-1949. Initially we presented our sources and then we report the historical and political context of the critical period after the Bucharest Treaty. Moreover, we analyze the institutional framework of these schools’
functioning and finally we list our conclusions having considered the geopolitical, economic and social parameters.
Summary
Based on Greek and Romanian archives, the aim of this study is to analyze the situation of Romanian schools of Greece and their operation after the Bucharest Treaty. Our study focuses on the decade 1939-1949. Initially we presented our sources and then we report the historical and political context of the critical period after the Bucharest Treaty. Moreover, we analyze the institutional framework of these schools’
functioning and finally we list our conclusions having considered the geopolitical, economic and social parameters.
The assessment of contribution of Greek Intellectual elite from the Greek speaking areas of USSR is interesting not just because it points out the applied policy of the Soviet socialistic government for the heterogeneity of the... more
The assessment of contribution of Greek Intellectual elite from the Greek speaking areas of USSR is interesting not just because it points out the applied policy of the Soviet socialistic government for the heterogeneity of the population-according to their understanding- but mainly because it reveals the ways and the means that the mediators that applied the educational policy, used in order to reshape the new national education system. The rich local literature reveals the role of the Greek speaking elite in USSR after the domination of Bolsheviks on the Greek speaking areas on 1920 until the beginning of Stalin’s acts of exile. The aim of this study is to describe this literature and everything around their topics and the role of the local Intellectual elite on the ways that they determine this literature and through them their contribution to the local educational policy.
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International research, has demonstrated that acculturation implemented through school mechanisms, via specific practices, act as stabilizing agents for the social system, and as tools for imposing disciplineand integrating people within... more
International research, has demonstrated that acculturation implemented through school mechanisms, via specific practices, act as stabilizing agents for the social system, and as tools for imposing disciplineand integrating people within the current social status quo (Fragoudaki, Dragona, 1997; Avdela, 1998; Lee, Slater, Walsh , White, 1992; Alexiadou, 1992; Terlexis, 1987 ) Rieger(1995) defined acculturation as the process through which the members of a group that come from a specific cultural background adapt to the culture of a different social network. Strategies of acculturation usually applied by the National states in the Balkan Peninsula were an expression, on an ideological level, of the process of the national configuration within which education was constructing a newlycreated nationalism. In this context the educational mechanism was selected as the most forceful medium within the process of acculturation and as the most applicable strategy for the national homogenization to be achieved (Yinger, 1981: 249-264; Cornell, Hartmann,1998). It is of a main importance to focus on Western Greek Macedonia because, according to the data from the sources, the incorporation of the Macedonia region to the Greek State signified the start of a period during which it specified that the hard core of the problem of the desired acculturation in the Greek example were the Slav-speaking communities of Macedonia whose acculturation was consideredas a national goal. Specifically Western Macedonia was considered in this survey as a field for investigation due to its particular characteristics: a) the first is related to the lack of homogeneity in its population (Gounaris, 1997:35; Kofos, 1990: 23), since it was home to slav-speaking populations in the region. B) The second is related to the refugee settlement. Similar methods can be selected in the Serbians’ attitude to the Greek minority in Pelagonia, to the Bulgarians’ behavior in the Greek minority in South Bulgaria “Since 1923., which took on huge dimensions in Macedonia and caused numerous problems which also affected the field of education (Michailidis, 1992: 23) c) the third is related to the fact that the process of acculturation was addressed to illiterate slav-speaking native population and not to a new minority population. This research covers the period 1912-1936. The year 1912 was chosen as its starting point because that is when these regions were incorporated within the Greek state, which was the official body responsible for the implementation of educational policies. The year 1936 was selected as the terminus antequem on the other hand, because that is when the power was usurped by Ioannis Metaxas, replaced the use of educationas a tool capable of contributing to the acculturation, with the logic of taking violent measures to suppress the Slav-speaking in Macedonia.
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This historical inquiry seeks to capture the historical "knowledge" as recorded in the official publications of the Samian Printing Hegemony, books approved by the Dominion in order to be taught to the schools of the island. These books... more
This historical inquiry seeks to capture the historical "knowledge" as recorded in the official publications of the Samian Printing Hegemony, books approved by the Dominion in order to be taught to the schools of the island. These books with historical content, were selected as, in our point of view they can be considered as a unique example of textbooks concerning both the "local" Samian nature and the particular state hegemonic regime produced the dominant ideology. The main objective of the research was the possibility of aiming to the process of approaching not only the "Samian hegemonism" but the "Greek nationalism" as well and especially their valuation as it was reflected to the school "knowledge." The research method used was the qualitative and quantitative content analysis of the textbooks which had a historical content, and were taught in the primary education of the Samian Dominion.
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The study focuses in the greek-speaking education of the tsarist Empire which was encouraged by Great Catherine within the framework of the land and privilege granting to the greek-orthodox populations of the Ottoman Empire within the... more
The study focuses in the greek-speaking education of the tsarist Empire which was encouraged by Great Catherine within the framework of the land and privilege granting to the greek-orthodox populations of the Ottoman Empire within the legislative texts “ukases” which created the conditions for their resettlement in the South Russia. After the revolution of 1905 the greek-speaking education was organized within the frameworks of the recognized greek-orthodox urban communities and constituted vehicle of the new-modern nationalism. The structures and ideological operation of the greek-speaking education are comparatively examined in various civil and social contexts: a) in Russia up to 1917, b) in Soviet Union (1917-1928) within the framework of the civil war but also the first period of government of Lenin. The international historiography concerns mainly the comparison of the tsarist education with the soviet one (Audrey L. Altstad, 1989). The axons of the comparative approaches are related to the content of the national educational policy, which is considered constant, since the framework is considered as changing (Altstad, 1989), or refer to a field where matters of notional definitions of permanent educational problems are located (Patrick L. Alston, 1976), or refer to the prefix within a field, an educational operation, that of national assimilation (C. L. Sharma, 1989), or that of the integration of education in the general strategic evolution of the soviet period (Francis W. Rushing & Catherine P. Ailes, 1982), or the education is usually taken as an operation of society and not as a mechanism which is differently used by the social class which has this control. The greek historiography, apart from some attempts for modern approaches (Exerzoglou, 1999 & 2010), usually does not take into consideration differences within tsarist or soviet context. The present comparative research is engaged with civil war in Russia and focuses in its impact to the greek-speaking education which is detected in defined axons-reference parts, such as: a) problems of terminology, b) problems regarding the hierarchy of the educational targets in each period, since we met a new different value system, c) matters which concern a different in each context role of the social classes in the engraving of educational policies. The importance of the present study lies: a) in the multi-level comparative approach above defined axons/criteria which concern the history of the greek-speaking education in two different political-social contexts, b) the use of the foreign historiography example, for the effects of the civil war in Russia, so that the integration of the phenomena of the greek-speaking education, in the changing historical/political context (tsarist-soviet), c) the attempt of interpretation the choices of which in the field of education and its operation. The methodology which was chosen is the historical research which is based on the study of the sources of the period. Specifically the newspapers of the tsarist period Kosmos of Odissos (1908-1912), Argonaftis (1910-1912) of Batoum and the greek-speaking newspapers of the soviet period, Kokkinos Kapnas and Communists were studied.
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The regime established by Ioannis Metaxas on 4 August 1936 is characterized by a crucial contradiction: on the one hand it was a totalitarian regime oriented towards the fascist standards that dominated Europe at the time, while, on the... more
The regime established by Ioannis Metaxas on 4 August 1936 is characterized by a crucial contradiction: on the one hand it was a totalitarian regime oriented towards the fascist standards that dominated Europe at the time, while, on the other hand, Ioannis Metaxas joined the Entente Forces, thus promoting an anti-fascist perspective within the historical context of World War II. Considering the interaction between the superstructure (ideology) and the social structures (education) (S. Bouzakis 2002, N. Papadakis 2003) to be of primary importance, we believe that Metaxas' ideology constitutes a unique example of a juxtaposition between the dominant ideology imposed on education and the diplomatic-political context (I. Koliopoulos 2005) in which education was integrated (K. Kalantzis 2002, N. Alivisatos 1995, D. Kitsikis 1974, I. Ioakeim 2005, M. Mazower 2009). We are referring to an educational system, which was defined as being national, despite the fact that it imitated fascist patterns, one such example being the constitution and functioning of the "National Youth Organization" within the mechanisms of education (P. Petrides 2000, H. Machaira 1987). The existing bibliography has so far dealt with the education policy, the means of politically manipulating people and especially youth, and with the components of the "fascist" discourse used by the representatives of Metaxas' regime. More specifically, there are bibliographical references related to Metaxas' regime which apply to the fields of: a) History of Education (H. Machaira 1987, K. Kalantzis 2002, E. Kalerante 2011), b) Social and Political Sciences (G. Kokkinos 1989, Z. Kagkalidou 1999, S. Linardatos 1988, P. Petrides 2000) and c) The regime's institutional history.
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During the Ottoman period, until 1821, despite the special status of the Samos’ administration, education remained a social function derived by the church and the community. Around 1800 new layers came into light seeking representation to... more
During the Ottoman period, until 1821, despite the special status of the Samos’ administration, education remained a social function derived by the church and the community. Around 1800 new layers came into light seeking representation to the community and colliding with the old notables. Period of "strong hegemony" (1834-1950) institutions identified by the Organic Map of 1832, resolutions of the General Meetings of Samos and the Princely Decree of 1837 and aimed at developing a comprehensive school network and maintaining authoritarian hegemonic power. b) During the period (1850-1907) of the parliamentary power, institutions identified by the analytical Map of 1850 and by a great number of hegemony Decrees and Laws. Responsible for the funding of schools were the parliamentary representatives. The education served the needs of the rising bourgeoisie and the national aspirations with a strong focus on the legislation in Greece. c) During the period 1908-1912 the institutional framework led to the acceleration of nationalization. The Provisional Government of Samos 1912-1913 aimed at the integration to Greece.
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The foundation of the Association under the name “Educational Association Aristotle” "took place on July 30, 1941. The edition of Aristotle's magazine in January 1957, strengthened the power of the ancient speech and mobilized a local... more
The foundation of the Association under the name “Educational Association Aristotle” "took place on July 30, 1941. The edition of Aristotle's magazine in January 1957, strengthened the power of the ancient speech and mobilized a local core of educated people to create a public forum of expression. The investigation is based on the scientific hypothesis that the instrumental use of Greek antiquity in this magazine is a conscious choice that aims to build the “national self” and the degradation of “otherness” through the construction of the concept of “national continuity” and “national cohesion”, in a long history and in different contexts. The main purpose of this scientific study is to describe the use and the interpretation of Greek antiquity, as it was presented in the text of the magazine "Aristotle". Specific objectives of the study are: 1) to record quantitatively the existing references to antiquity in Florina and the surrounding region, through specific issues of the magazine 2) to determine the qualitative characteristics of these three references 3) to determine their relationship a ) with the dominant ideology of the period and b) with the ideology of the authors involved in the magazine and 4) to evaluate these reports. The technique of content analysis was the research tool by which we studied the magazine (qualitative and quantitative).
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The purpose of this study was to highlight the history of the “labor movement” in the Florina region and its correlation with the ideology and actions of the protagonists of the Labour Centre during the German occupation. In order to... more
The purpose of this study was to highlight the history of the “labor movement” in the Florina region and its correlation with the ideology and actions of the protagonists of the Labour Centre during the German occupation. In order to achieve these goals the processing of all the sources files of the Centre was promoted. Consequently he basic method chosen for the interpretation of the historical sources was the historical interpretative method. In addition to these semi structured interviews of the members’ descendants were used to highlight the protagonists’ resistant actions.
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This research aims to map and evaluate the educational institutions been established during the civil war period by the “National Liberation Front” (EAM) in western Macedonia, referring to the Slav-speaking population. The study focus on... more
This research aims to map and evaluate the educational institutions been established during the civil war period by the “National Liberation Front” (EAM) in western Macedonia, referring to the Slav-speaking population. The study focus on a) the consideration of the mentioned educational institutions from the perspective of the history of education b) the promotion of the Dragoumi’s files been kept in the “Gennadius Library”concerning the slav-speaking of the Florina’s region and c) the monitoring of the newspaper “Educative Akritas” having been issued in Florina during that period and referring to the resistance of the Greek-speaking to the “National Liberation Front’s ” (EAM) strategies and objectives.
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The New Caucasus is a particular case of pure refugees’ settlement in the prefecture of Florina. It is not the only frontier settlement nor the only village created by refugees coming from the same geographical area. Its peculiarity lies... more
The New Caucasus is a particular case of pure refugees’ settlement in the prefecture of Florina. It is not the only frontier settlement nor the only village created by refugees coming from the same geographical area. Its peculiarity lies in the fact that it was created from the start, literally from scratch, in a place uninhabited and uncultivated until then, further right next to national borders. This study attempts to record the refugees’ history and memory, through research and archival material evidence, a review of relevant literature and, in particular, the recording of personal testimonies of refugees first and second generation. To capture the lived experience, individual semi-structured interview using a questionnaire was chosen as a methodological tool. All questions were open-ended, except for the first part relating to demographics. The analysis and processing of the resulting data was performed by the method of qualitative content analysis. The sample consisted of 11 informants born between 1918 and 1933, which was a convenient sampling.
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This paper aims to present aspects of the situation in the region of Florina before and post Civil War period. Sources for the study were: a) the reports of the inspectors of education serving the area of Florina the interwar period and... more
This paper aims to present aspects of the situation in the region of Florina before and post Civil War period. Sources for the study were: a) the reports of the inspectors of education serving the area of Florina the interwar period and covering a period of 16 years (1918-1934), b) the reference CM Schermerhorn representative of the charitable institution “Near East Foundation” , who visited Florina accompanied by the representatives of the organization in October 1949.
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The establishment of the Pedagogic Faculty of Florina as an Annex of the Aristotle University by the PD 544/1989 can be considered as a result of the systematic effort of the local community. This study examines the factors that... more
The establishment of the Pedagogic Faculty of Florina as an Annex of the Aristotle University by the PD 544/1989 can be considered as a result of the systematic effort of the local community. This study examines the factors that contributed to the foundation of the Pedagogic Faculty of Florina. The main objectives of the study are a) the mapping of the “ratio” of the local press. The sample selected consisted by newspaper reports and mainly by the reports of the "Voice of Florina 'and the “Nation”. b) The recording of the professors’ of the Pedagogic Academy speech. In order to achieve this goal the semi-structured interview was determined as a methodological tool
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In our study based on biographical analysis of N. Petroulaki, reflected perceptions and ideas that connect the micro-environment of the Pedagogic Academy of Florina build in the educational paradigm. Exploited, in combination, the... more
In our study based on biographical analysis of N. Petroulaki, reflected perceptions and ideas that connect the micro-environment of the Pedagogic Academy of Florina build in the educational paradigm. Exploited, in combination, the experience of the individual as a carrier of knowledge through the educational process, which highlights the intellectual life, institutions and the scientific debate. Investigates the cognitive act that balances the educational thinking, to ultimately subjective factor to the formation shaped the educational values, concerns and positions. Are studied in detail, archival sources of the period, to be distinct teacher ratio and the flow of education policy, through the stages of educational concerns, as formulated in the field of political wrangling and the international educational level.
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Contemporary historiography indicates an increasing interest in the mass evacuation of the 'war handicapped' children of the Greek Civil War, in the aftermath of the WWII, between government's troops, backed by the United Kingdom and... more
Contemporary historiography indicates an increasing interest in the mass evacuation of the 'war handicapped' children of the Greek Civil War, in the aftermath of the WWII, between government's troops, backed by the United Kingdom and United States, and rebel forces, the military branch of the Greek Communist Party. An infinite valley of tears, raping of childhood innocence, violent rupture of family ties, children taken by force from their parents are representations promoted by relevant literary, academic and political discourses. The protection of the children victims of the armed conflicts during the Greek Civil War had activated an international humanitarian alert. Local, translocal and global dynamics, at the very beginning of the Cold War, identified the formation and transformation of the social and educational policies and practices towards the children victims of the Greek Civil War. Consequently, our analysis revolves around the particular patterns of the social and educational policy which had been adopted by the two opposing sides of the Cold War. Aiming at identifying those particular patterns as perceptions and practices by the two sides on protection for children victims caught up in high-intensity internal conflicts such as civil wars, our research attempts a contrapuntal reading of diplomatic documents, manifests, press articles and illustrations regarding the Greek children as victims in the maelstrom of the Civil War.
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In the Ottoman Empire, the distinction between national-religious communities, the millets, dominated and formed the framework within which education functioned. The Millet of Orthodox Christians, the Rum Millet, set the educational... more
In the Ottoman Empire, the distinction between national-religious communities, the millets, dominated and formed the framework within which education functioned. The Millet of Orthodox Christians, the Rum Millet, set the educational guidelines and options of Greek Orthodox communities. Nonetheless, in 1834, the institutional dimension of the newly established Principality of Samos created reversals on the determination of guidelines of educational policy. In the former framework of millet, new parameters were added, such as: a) the attraction of the Modern Greek National State as a model, with its power structures, such as its political parties or parliamentarianism, b) new balance in the relationship between the Church (ecclesia) and the Prince, c) interventions of the Sublime (High) Porte as provider and regulator of subordination in the case of the Principality, d) interventions of European Great Powers − carriers of peace-oriented Universalism and e) personality, culture and strategies of each Prince. Within such a complex of interlaced power relations, education was diversified not only in terms of its institutional framework, or concerning its prevailing ideology, but also in specific sectors, such as school books or syllabuses. The research method selected is the historical interpretive method which studies: a) legislative decrees rendered by the Principality of Samos, b) the variable institutional framework of its establishment, c) the changes in educational policy as reflected in educational legislation, syllabuses and textbooks and d) changes in the prevailing ideology. The latter objective can be approached upon the use of content analysis in official speeches of Princes of Samos. The results of this research are expected to: a) enlighten the forms of power relations developed in the Principality of Samos, b) record the effects of such relations in the formation of the institutional framework and the prevailing ideology of education and c) decode the process of transition from the education of the Principality of Samos to the Greek national education The shifting from the education of the Principality of Samos to the Greek national education is expected to take place through conflicts between the standards favored by the forms of power predominant from time to time.
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The purpose of the present study was to conduct a needs analysis project for students attending the bilingual primary school (Greek-Albanian) of Korca in Albania. In this school, a minimum of 8 years of bilingual instruction is provided,... more
The purpose of the present study was to conduct a needs analysis project for students attending the bilingual primary school (Greek-Albanian) of Korca in Albania. In this school, a minimum of 8 years of bilingual instruction is provided, starting at kindergarten. A number of 120 bilingual students attending the 5 th and 6 th grade, aged 11-12 years participated in the study. A 'plurilingual biography' instrument, which consisted of 30 questions, was designed and administered to these primary school students. The findings indicated that the students' major reason for attending the bilingual school was the development of L2 competencies needed for training, employment, cultural exchange and personal fulfillment.
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The aim of this paper is to present a project for teaching Greek as a foreign language. For the purpose of the project, user friendly materials and tasks were developed, based on learners individual needs. The materials were... more
The aim of this paper is to present a project for teaching Greek as a foreign language. For the purpose of the project, user friendly materials and tasks were developed, based on learners individual needs. The materials were contextualized to the experiences of the specific groups of learners, which were examined through a needs identification instrument, before the implementation of the project. In addition, the materials were contextualized to topics and themes that provide meaningful and purposeful uses for the target language. Every unit was designed to offer opportunities for integrated language skills development, as well as to offer a variety of situations, nations and functions and to provide opportunities for self-evaluation. Every unit was taught through three basic stages : a) the pre-stage, which was the stage of activating young learners‟ prior knowledge, stimulating their motivation and familiarizing them with the vocabulary of the unit, b) the while-stage : the students where engaged in text reading and comprehension, as well as performing vocabulary activities, c) the post-stage : in this stage the students where involved in writing and speaking interactive activities, such as pantomime and role-play games.
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Our presentation at this conference concerns one of the most tragic pages in the history of the Greek Civil War; the mass evacuation of the "warhandicapped" children, which had been well known in Greece as “Paidomazoma” (child abduction)... more
Our presentation at this conference concerns one of the most tragic pages in the history of the Greek Civil War; the mass evacuation of the "warhandicapped" children, which had been well known in Greece as “Paidomazoma” (child abduction) or “Paidofylagma” (child guarding), a tipping point for the anti-communist or, respectively, the anti-government propaganda campaings and, at the same time, one of the main causes of division in Greek society for decades in the postwar period. An infinite valley of tears, raping of childhood innocence, violent rupture of family ties, children taken by force from their parents became representations promoted by both the sides, the right-wing governments and the leftist rebels. However, above and beyond the communicative management of the subject, that unprecedented and unrepeatable tragedy has marked the personal memory of the children who experienced the events and the family memories of the later generations as well. Without any exaggeration, the Greek civil war was associated with a humanitarian crisis which could be seen as one of the worst nightmares in recent Greek history. Political and social polarization had seeped into society as a whole. The armed violence enacted among small communities, like in villages, the massive deaths of innocent citizens, the imprisonments and the executions of thousands of people are only some of the aspects of the violence. Confronting a complex context of social, political and economic problems, postwar Greece formed the concept of social justice, in relation to the implications of the civil war. Both sides intended to provide social justice, in order to constitute conditions for social mobility. A type of social justice which also should be connected with the reprioritization of the crucial family and local ties of devotion interpreted completely differently by the two sides: in the frame of the supreme values of nationalism, on the one hand, and communism, on the other hand.
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We review the legal stipulations over exam admissions of Greek Students attending foreign (especially Balkan) Pedagogy Academies to Greek Pedagogy Academies, which reflect the Greek government‟s political predilection to attract back... more
We review the legal stipulations over exam admissions of Greek Students attending foreign (especially Balkan) Pedagogy Academies to Greek Pedagogy Academies, which reflect the Greek government‟s political predilection to attract back Greek students, lending special interest in the related legislation, as well as the political intent underlying the particular legislation. The admission legislative rule is reviewed against the political environment that favors the authorization of Greek student transfer from abroad. The Florina Pedagogy Academy, among others, has operated as a host institution and is our study case, which delves into the legislation enforcement and regulations of the admission system, highlighting testing and grading procedures, as well as broader deliberations within the academic community having to do with repatriated student placement. The Florina Pedagogy Academy files provide information on entrance candidacies from all foreign universities. At the same time, test subjects at placement and credits granted for courses taken abroad speak both for Florina‟s and foreign universities‟ cultures.
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The research focus on the 1946-1948 period and specifically on the newspaper “Akritai of the North”, which had been published these years in Thessaloniki. The survey aims to capture the character of the ideology expressed by the factors... more
The research focus on the 1946-1948 period and specifically on the newspaper “Akritai of the North”, which had been published these years in Thessaloniki. The survey aims to capture the character of the ideology expressed by the factors of the newspaper durinf the civil war period, through the processing of the material above. Its specific goals are recorded: a) the description of the self-image of the staff of the newspaper, b) The description of the perceptions of the “other” and the "enemy" c) the interpretation of the essential role of memory in the first reconceptualization of the past and d) the interpretation of the political circumstances. The newspaper has been considered of a main importance due to the following factors: a) the newspaper had been published during the civil war and was one of the rare sources of anti-communist version, since the newspaper / organization purported to represent the 'nationalists' of the Central & West Macedonia. b) the key executives of the newspaper were also involved in the civil war and c) the main purpose of the founding of the newspaper / organization was the transformation of the armed group (ECA) to a political party.
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This paper aims to examine methodological-conceptual issues in the historiography of Comparative Education, focusing on the empires (Ottoman-Tsarist). Specific objectives of this paper are: a) the recording of the trends in the... more
This paper aims to examine methodological-conceptual issues in the historiography of Comparative Education, focusing on the empires (Ottoman-Tsarist). Specific objectives of this paper are: a) the recording of the trends in the international historiography in the field of Comparative Education b) the record of the methodological issues and the conceptual problems arising determination concerning both the education of the orthodox communities of the ottoman empire and of the tsarist Russia.
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This presentation aims to describe the transition processes of Samos from the Samian Hegemony to the Greek state focusing on the history of "ideas" in the field of education and particularly on the the impact of "nationalism" and the... more
This presentation aims to describe the transition processes of Samos from the Samian Hegemony to the Greek state focusing on the history of "ideas" in the field of education and particularly on the the impact of "nationalism" and the "Great Idea" to the education of the Samian Dominion.
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This study focuses on the establishment of the Special School of Athens (PESA) and the introduction of special education as a public educational practice in Greece. It examines the contribution of Rosa Imvrioti and tries to integrate the... more
This study focuses on the establishment of the Special School of Athens (PESA) and the introduction of special education as a public educational practice in Greece. It examines the contribution of Rosa Imvrioti and tries to integrate the founding of the school within the historical-political context of the Metaxas regime established in the interwar period. It also attempts to detect the impact of this school to the development of special education in the period 1937-1983.
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The objectives of this study are: a) to describe the situation of the Romanian schools established in Greece after the Treaty of Bucharest. b) to focus on their operation in Macedonia during the period 1939-1949. This study uses... more
The objectives of this study are: a) to describe the situation of the Romanian schools established in Greece after the Treaty of Bucharest. b) to focus on their operation in Macedonia during the period 1939-1949. This study uses historical research method.
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The present study focuses on two special personalities of the trabzontian elite; the Metropolitan Bishop Chrysanthos Philippides and the journalist of the “Season” newspaper (Τrabzon, 1920) Nikos Kapetanidis. The study researches their... more
The present study focuses on two special personalities of the trabzontian elite; the Metropolitan Bishop Chrysanthos Philippides and the journalist of the “Season” newspaper (Τrabzon, 1920) Nikos Kapetanidis. The study researches their aspects about the Greek language and education in Pontos area during the modern Greek nationalism period. In the context of Pontos the question of choosing the educational language and reform acquired national dimensions, while at the same time two tendencies were expressed: the first of them constitutes expression of the patriarchic ecumenism and proposes the purist Greek as a tool that will allow the resurgence of ancient Greek spirit and the establishment of the Hellenisms in the East. The second tendency constitutes an expression of the Modern Greek nationalism, being supported by people considering modern Greek language as a renewing force determining the national characteristics of modern Greek nation. Chrysanthos expresses the first tendency, proposing the puristic Greek and following consequently his ideological origins and values. N. Kapetanidis evidently supports the educational vulgarism and castigates all the vulnerable points of an educational system directed in the patriarchal ecumenical values. In the article the relation between the two tendencies is examined while they are included in the frame of Modern Greek nationalism.
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The historical approach of teaching Greek language in Georgia is directly linked to the historical circumstances related to the settlement of Greek speaking people in the area and the development of settlements of Greek-Orthodox people in... more
The historical approach of teaching Greek language in Georgia is directly linked to the historical circumstances related to the settlement of Greek speaking people in the area and the development of settlements of Greek-Orthodox people in recognized Greek communities during the period of Menshevik or in ethnic- Greek communities in the first period of the Soviet Union. It is also directly related to the educational-minority policy implemented by either Russia in the tsarist period, or the leading personalities of the Soviet Union. Concerning the modern dimension of teaching Greek, it is related to the procedures initiated after 1980, thus after the abolition of the de facto state of regarding minorities, which had been established in 1937 by Stalin. Finally, we examine certain issues related to the contemporary dimension of teaching Greek as a foreign language in Georgia today.
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Η παρούσα έρευνα αποσκοπεί στην αποτύπωση και καταγραφή των απόψεων των μελλοντικών εκπαιδευτικών για συγκεκριμένα θέματα της ευρωπαϊκής εκπαιδευτικής πολιτικής, καθώς και των στάσεών τους απέναντι στην πολυγλωσσία και την... more
Η παρούσα έρευνα αποσκοπεί στην αποτύπωση και καταγραφή των απόψεων των μελλοντικών εκπαιδευτικών για συγκεκριμένα θέματα της ευρωπαϊκής εκπαιδευτικής πολιτικής, καθώς και των στάσεών τους απέναντι στην πολυγλωσσία και την πολυπολιτισμικότητα. την έρευνα, η οποία πραγματοποιήθηκε κατά το ακαδημαϊκό έτος 2007-2008, συμμετείχαν 495 φοιτητές του 4ου έτους, προερχόμενοι από πέντε Ελληνικά Πανεπιστήμια. Στο ερωτηματολόγιο χρησιμοποιήθηκε ως το βασικό εργαλείο συλλογής δεδομένων, τα οποία δεδομένα αναλύθηκαν με τη χρήση περιγραφικής στατιστικής. Επίσης εφαρμόστηκαν οι τεχνικές του t-test και της ANOVA. Επιπρόσθετα ημιδομημένες συνεντεύξεις έγιναν με συγκεκριμένο αριθμό φοιτητών για να ληφθούν πιο εκτεταμένα ποιοτικά δεδομένα. Η έρευνα προσέφερε ένα σημαντικό corpus δεδομένων που σκιαγραφούν α) τις θετικές στάσεις των Ελλήνων μελλοντικών εκπαιδευτικών για βασικά θέματα γλωσσικών εκπαιδευτικών πολιτικών, β) το ιδιαίτερο ενδιαφέρον τους για την εκμάθηση ξένων γλωσσών για επικοινωνιακούς σκοπούς και γ) την επιθυμία τους να συμμετάσχουν στα πρόγραμμα ανταλλαγής των φοιτητών. Επιπλέον τα δεδομένα μας επιτρέπουν να διαμορφώσουμε την υπόθεση για την αποδοχή σε μεγάλο βαθμό της κινητικότητας των φοιτητών και προβάλλουν την επικοινωνία και την αμοιβαία κατανόηση, που υφίσταται ανάμεσα στους Ευρωπαίους πολίτες, ως συνεργασία για την ανάπτυξη μιας ευρωπαϊκής διάστασης στην εκπαίδευση. Λέξεις-κλειδιά : πολυγλωσσία, ευρωπαϊκή γλωσσική πολιτική, κινητικότητα, στάσεις, μελλοντικοί εκπαιδευτικοί.
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This study attempts to approach the issue of the collective identification or the transformation of the Pelagonian Vlachs identities during the period of nationalism utilizing the analytical tools both, social anthropology and history.
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The purpose of the study is to represent and interpret the educational history of the Greeks in the Ottoman Empire, with a special focus on the Samian Dominion, a "semi-autonomous" peculiar status in the context of the Ottoman suzerainty.
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This study emphasizes the historical process of the political parties’ establishment in Western Macedonia. Specifically it monitors the process of national statehood, it focuses on the process of the bourgeoisie political rise and the... more
This study emphasizes the historical process of the political parties’ establishment in Western Macedonia. Specifically it monitors the process of national statehood, it focuses on the process of the bourgeoisie political rise and the reactions caused and therefore deals with the contradictions between the dominant culture that seeked to homogenize the national and local resistance, and with the center-periphery contradictions. Finally it refers to the process of establishing grades on the local communities’ network.
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The current study attempts to capture the pedagogical concepts prevailing in the closed societies of the Black Sea through the approach of the newspapers issued in Pontos during the period 1850-1922. It also tries to approve that these... more
The current study attempts to capture the pedagogical concepts prevailing in the closed societies of the Black Sea through the approach of the newspapers issued in Pontos during the period 1850-1922. It also tries to approve that these positions could be concidered as a part of a broader national strategy directed by the powerful network of the Greek orthodox communities.
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The present study aims at identifying and evaluating the attitudes of a peer group of aduts who are well known as “Frederica’s Children”. It was the 60’s decade, when a total amount of approximately 300 children of disadvantage families... more
The present study aims at identifying and evaluating the attitudes of a peer group of aduts who are well known as “Frederica’s Children”. It was the 60’s decade, when a total amount of approximately 300 children of disadvantage families in Northern Greece was gradually chosen to take part in a peculiar program of educational inclusion. Greek royal family and, especially, institutions of King Paul and Queen Frederica attempted to organise and carry out an educational program for excellent but vulnerable pupils. The program sould prevent disadvantage, if students were given opportunities for boarding education away from their families, for personal leadership and for social and economic growth. The research, which uses the method of personal interview to collect information, has successfully generated a large amount of data which allows for further suggestions and highlights an interesting experiment of inclusive education.
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Starting from the view that the written election manifestos of political parties are individual field of public argument about the purpose of government in specific areas and ways to implement them (Beard, 2000, Smith & Smith, 2000), our... more
Starting from the view that the written election manifestos of political parties are individual field of public argument about the purpose of government in specific areas and ways to implement them (Beard, 2000, Smith & Smith, 2000), our goal is to introduce a framework for analysis of how education appears as a matter of the written statements of the New Democracy (ND) and the Panhellenic Socialist Movement (PASOK) in the elections of 2004 and 2007, which highlights the combination of the content with the form in the rhetorical function of these texts.
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The present study examines the processes through which the religious and cultural determinations of “millet‟s” identity are converted to national ones, in the background of the Ottoman Pontos during the period 1860-1922. It indeed focuses... more
The present study examines the processes through which the religious and cultural determinations of “millet‟s” identity are converted to national ones, in the background of the Ottoman Pontos during the period 1860-1922. It indeed focuses on the social operation of the educational mechanism, electing its role, and also searches the role of the groups involved in a social level, towards the achievement of the aims of the local schools. The choice of the Ottoman Pontos area as a field of research has been done for the following reason Pontos area is one of the few regions in which it is feasible to follow-up the conversion processes from the previous Roman citizenship identity to the identity of Roum “millet” members and then to the national one. This was mainly achieved by the contribution of famous scholars, with a deep background on Byzantine culture who served or formed educational structures in this region till 1922. Consequently in the case of Pontos the width of the time period has allowed the more complete follow-up of identities‟ evolution in a wider scale. The time period under research, starts in the year 1860 because according to our opinion, the General Regulations applied to Pontos region were the starting point of the conversion process of millet‟s identities. This hypothesis is justified by the fact that in 1860 the conditions for a mass national movement in the Pontos region were established and it had three dimensions: a) the polemic one, expressed by the development of guerrilla groups, b) the policy one, expressed by the representation in several international fora for the question of Pontos‟ Democracy and finally c) the educational one, which raises in the interests of the present study. Finally, 1922 constitutes the year during which the visions and the high expectations were lost and the holocaust of the Great Idea took place.
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The present study is concerned with the exploration of issues that fall under the European educational dimension. It aims at identifying and recording Greek university students‟ beliefs, viewpoints and attitudes towards certain issues of... more
The present study is concerned with the exploration of issues that fall under the European educational dimension. It aims at identifying and recording Greek university students‟ beliefs, viewpoints and attitudes towards certain issues of European Educational policy and student mobility. This is to be achieved through the development of a research project, where students from various Greek Universities participated. The research has generated an amount of data which highlighted students‟ positive attitude towards the European dimension in educational systems and allowed for suggestions for ensuring high quality in student mobility and promoting the development of the European dimension.
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In our proposal we study the institutional and ideological frame of institutions as "Providence of Northern Provinces of Greece" and "Royal Providence", having been established during the 1940-1950 decade up to 1970. According to their... more
In our proposal we study the institutional and ideological frame of institutions as "Providence of Northern Provinces of Greece" and "Royal Providence", having been established during the 1940-1950 decade up to 1970. According to their designers the most crucial mission of their operation was considered the survival and the protection of children coming from mountainous and frontier regions. It is true that postwar Greece being obliged to face a great number of social, political and economic problems had given to social justice a particular content having been connected with the providential initiatives of Queen Frederica. These initiatives having been undertaken in the name of social justice did not aim at implicating public acceptable rules to education, but paid attention to guarantee a wide social mobility network using education as an essential tool. The final objective of these activities was the perpetuation of royal power by obtaining a number of supporters. We are referring to a kind of an " equality of occasions " aiming at reducing the social diversities and, mainly, at increasing the fundamental beams among the inferior social layers in one side and the absolute values of patriotism and national legalism in the other side.
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In our proposal we study the institutional and ideological frame of institutions as "Providence of Northern Provinces of Greece" and "Royal Providence", having been established during the 1940-1950 decade up to 1970. According to their... more
In our proposal we study the institutional and ideological frame of institutions as "Providence of Northern Provinces of Greece" and "Royal Providence", having been established during the 1940-1950 decade up to 1970. According to their designers the most crucial mission of their operation was considered the survival and the protection of children coming from mountainous and frontier regions. It is true that post-war Greece being obliged to face a great number of social, political and economic problems had given to social justice a particular content having been connected with the providential initiatives of Queen Frederica. These initiatives having been undertaken in the name of social justice did not aim at implicating public acceptable rules to education, but paid attention to guarantee a wide social mobility network using education as an essential tool. The final objective of these activities was the perpetuation of royal power by obtaining a number of supporters. We are referring to a kind of an “equality of occasions” aiming at reducing the social diversities and, mainly, at increasing the fundamental beams among the inferior social layers in one side and the absolute values of patriotism and national legalism in the other side.
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This study attempted tο classify the Girls’ schools of Pontos using chronological criteria, social criteria and criteria referring to the school grade. Finally the teacher’s ratio and the pedagogical philosophy concerning women's... more
This study attempted tο classify the Girls’ schools of Pontos using chronological criteria, social criteria and criteria referring to the school grade. Finally the teacher’s ratio and the pedagogical philosophy concerning women's education is examined through the women educators’ texts using the method of Miles and Huberman analysis.
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The present study aims at identifying the needs and expectations of postgraduate students in the context of Greek Tertiary Education. This is to be achieved through the development of a needs analysis project which will take place as the... more
The present study aims at identifying the needs and expectations of postgraduate students in the context of Greek Tertiary Education. This is to be achieved through the development of a needs analysis project which will take place as the course proceeds (on-going needs analysis or formative evaluation). The absence of formal needs analysis procedures in postgraduate programmes at Greek Universities has provided the stimulus for the design of this study. The research, which used multiple methods to collect information, has successfully generated a large amount of data which allowed for suggestions and highlighted some possible directions further research.
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The recent accession of the Balkan countries to the EU raises the dilemma “Modernisation or perseverance in the national traditions”, regarding the situation of the education context in comparison to the other Member States. Under these... more
The recent accession of the Balkan countries to the EU raises the dilemma “Modernisation or perseverance in the national traditions”, regarding the situation of the education context in comparison to the other Member States. Under these circumstances the challenge of adopting Modernisation is so crucial that it can seriously affect the future of their population. (P. Kitromilides,1996). Certainly the discussion on the implications of the Lisbon Process in education and training in the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, The Former Yugoslav Republic of Macedonia, Serbia and Montenegro) must be considered of a main importance for many reasons: First the geographical focus is of particular interest in considering the effects of EU strategies on the Balkan countries. Furthermore, the Balkans excites for a high number of initiatives the interest, of either founders or both non-governmental and governmental organisations which, among other aspects, leads to a very over-crowded landscape of reform with heavy pressure on the key stakeholders to respond to a high number of demands on their limited resources. (V.Mc.Bride, 2005)
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This study aims to highlight the sexist nature of historical education, through the example of local history. Specifically focus on exploring the views of students relating to the local heroine using the content analysis as methodological... more
This study aims to highlight the sexist nature of historical education, through the example of local history. Specifically focus on exploring the views of students relating to the local heroine using the content analysis as methodological tool.
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The study attempted to classify and group legacies that served the diverse facets of the Macedonian Question according to four main groups of criteria: the institution to which it is addressed, the goal to which it is aimed, the ulterior... more
The study attempted to classify and group legacies that served the diverse facets of the Macedonian Question according to four main groups of criteria: the institution to which it is addressed, the goal to which it is aimed, the ulterior motives of benefactors, and the kind of vector that was conducting the bequest.
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The present study aims at identifying and recording the viewpoints of those in charge of policy decisions, in the Department of Primary Education of Florina, in the very first years of its operation as well as the choices that were made.... more
The present study aims at identifying and recording the viewpoints of those in charge of policy decisions, in the Department of Primary Education of Florina, in the very first years of its operation as well as the choices that were made. There is an attempt to investigate their viewpoints on the content of pre-service programmes for student-teachers, the philosophy and the goals of the syllabus of DPEF, the problems raised regarding the running of the department and the organisation of the courses, the prospects that opened up, and the relations between the Department and the local society. Ten members of the Academic staff, who assumed active roles for policy decision during that period, participated in the specific study and both semi-structured interviews with the Academic staff and analysis of the archives of the D.P.E. were used for collecting the data. The results, providing a wealth of information, revealed that the perceptions, the prior knowledge and the mentality of the Academic staff of the Department had an impact on planning and organising the courses and on defining the context of running the Department.
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The study is based on primary archival material relating to the records of the Metropolis of Servia and Kozani and attempts to capture the programs that applied in Urban Schools of the Metropolitan region mentioned above. It also tries to... more
The study is based on primary archival material relating to the records of the Metropolis of Servia and Kozani and attempts to capture the programs that applied in Urban Schools of the Metropolitan region mentioned above. It also tries to interpret them by intergrating them to the context of the period and to the specific conditions of the education in the area of West Macedonia during the Ottoman period.
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The study examines action of the private companies in Macedonia, which dealt with the promotion of the wider educational issues in the area and appeared to shape education policy of their own in absentia of the official state.
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The study is based on the Proceedings of the Pedagogic Academy of Florina and attempts using as methodological tool the content analysis to record and interpret the defined mechanisms followed for the students’ entrance till 1965 in... more
The study is based on the Proceedings of the Pedagogic Academy of Florina and attempts using as methodological tool the content analysis to record and interpret the defined mechanisms followed for the students’ entrance till 1965 in different historical contexts.
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The basic aim of this work is to describe the educational policy followed by the Greek State in Macedonia during a long period (1912-1936). The criteria selected for this analysis are linguistic, ethnical and pedagogic ones. Linguistic... more
The basic aim of this work is to describe the educational policy followed by the Greek State in Macedonia during a long period (1912-1936). The criteria selected for this analysis are linguistic, ethnical and pedagogic ones. Linguistic criteria were used, because Macedonia was inhabited by people of different culture, who used to speak different languages: Greek-speaking, slav-speaking, Vlach-speaking and Turkish-speaking people. Ethnical criteria were used, because the assimilation of the non Greek-speaking was considered as an ethnical matter. Finally, pedagogic criteria were used, because the Greek State tried to accomplish the procedure of this assimilation though the educational practice. This research used both the state legislature texts and the local journalism of Florina for investigating the matter. The research extends from 1912, when Macedonia constituted a part of the Greek State, to 1936, when the dictatorship of Metaxas, that followed on, changed a lot of moderate aspects regarding the issue that caused an impressive reversion.
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The article attempts for the first time to explore the operation of the Teachers’ training school of Florina (Didaskalio) through the archival material and the local press.
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The report utilizes the archival material of Pedagogic Academy of Florina which are approached historically and statistically. The interpretation promoted is integrated to the context of the period.
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Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο πλαίσιο του εθνικισμού,... more
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο πλαίσιο του εθνικισμού, εμπλουτίστηκε με στρατηγικές που αποσκοπούσαν στην αφομοίωση των αλλόγλωσσων πληθυσμών στο εσωτερικό των νεότευκτων εθνών-κρατών των Βαλκανίων, άρα στην κατασκευή της εθνικής τους ταυτότητας. Οι στρατηγικές αυτές επεκτάθηκαν και σε αλυτρωτικές διεκδικήσεις που σχετίζονταν με τη διεύρυνση των εδαφικών ορίων των νεότευκτων εθνών-κρατών. Η ομάδα-στόχος των διεκδικήσεων αυτών ήταν κάθε φορά εκείνη η οποία εξυπηρετούσε την αλυτρωτική πολιτική τους. Έτσι, άλλοτε οι διεκδικήσεις τους αφορούσαν σε εθνοτικές ομάδες που είχαν διχοτομηθεί ή τριχοτομηθεί, ένθεν κακείθεν των συνόρων τους, τα οποία είχαν χαραχτεί με τη συνθήκη του Βουκουρεστίου, το 1913. Άλλοτε πάλι η αλυτρωτική προπαγάνδα επεκτεινόταν σε γλωσσικές μειονότητες, συμπαγείς πυρήνες των οποίων διαβιούσαν στις γειτονικές βαλκανικές χώρες. Οπωσδήποτε όμως πίσω από την αλυτρωτική προπαγάνδα βρισκόταν η προσδοκία των εθνικών κρατών να χρησιμοποιήσουν τους πληθυσμούς αυτούς ως όχημα, για να διευρύνουν την επικυριαρχία τους στην ευρύτερη περιοχή. Από την άλλη, τα βαλκανικά κράτη σχεδόν εν των συνόλω τους, στα οποία διαβιούσαν γλωσσικές μειονότητες ή εθνοτικές ομάδες που αποτελούσαν το «μήλο της έριδας», ανέπτυσσαν στρατηγικές αφομοίωσής τους, οι οποίες εκκινούσαν από την εκπαίδευσή τους και έφταναν ως τη βίαιη ενσωμάτωσή τους.
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The purpose of our study is to highlight the Macedonian Question through another focus: the action been invested by the nation-states in the field of education. Indeed, education, integrated in the context of nationalism, was enriched... more
The purpose of our study is to highlight the Macedonian Question through another focus: the action been invested by the nation-states in the field of education. Indeed, education, integrated in the context of nationalism, was enriched with strategies aimed at assimilating the allophone populations within the newly created Balkan nation-states, thus building their national identity. These strategies were extended to redemptive claims related to the expansion of the territorial boundaries of the newly created nation-states. Thus, at times, their claims concerned ethnic groups which had been divided or parted, across their borders, which had been determined by the Treaty of Bucharest in 1913. At other times, emancipatory propaganda was extended to linguistic minorities in the neighboring Balkan countries. Certainly behind the liberating propaganda was the expectation of the nation-states to use these populations as a vehicle, to expand their sovereignty in the wider region. On the other hand, the Balkan states , in which lived linguistic minorities or ethnic groups been considered as the "apple of discorse " , developed their own various assimilation strategies, which statred from their assimilation through education till their violent integration.
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο πλαίσιο του εθνικισμού, εμπλουτίστηκε με στρατηγικές που αποσκοπούσαν στην αφομοίωση των αλλόγλωσσων πληθυσμών στο εσωτερικό των νεότευκτων εθνών-κρατών των Βαλκανίων, άρα στην κατασκευή της εθνικής τους ταυτότητας. Οι στρατηγικές αυτές επεκτάθηκαν και σε αλυτρωτικές διεκδικήσεις που σχετίζονταν με τη διεύρυνση των εδαφικών ορίων των νεότευκτων εθνών-κρατών. Η ομάδα-στόχος των διεκδικήσεων αυτών ήταν κάθε φορά εκείνη η οποία εξυπηρετούσε την αλυτρωτική πολιτική τους. Έτσι, άλλοτε οι διεκδικήσεις τους αφορούσαν σε εθνοτικές ομάδες που είχαν διχοτομηθεί ή τριχοτομηθεί, ένθεν κακείθεν των συνόρων τους, τα οποία είχαν χαραχτεί με τη συνθήκη του Βουκουρεστίου, το 1913. Άλλοτε πάλι η αλυτρωτική προπαγάνδα επεκτεινόταν σε γλωσσικές μειονότητες, συμπαγείς πυρήνες των οποίων διαβιούσαν στις γειτονικές βαλκανικές χώρες. Οπωσδήποτε όμως πίσω από την αλυτρωτική προπαγάνδα βρισκόταν η προσδοκία των εθνικών κρατών να χρησιμοποιήσουν τους πληθυσμούς αυτούς ως όχημα, για να διευρύνουν την επικυριαρχία τους στην ευρύτερη περιοχή. Από την άλλη, τα βαλκανικά κράτη σχεδόν εν των συνόλω τους, στα οποία διαβιούσαν γλωσσικές μειονότητες ή εθνοτικές ομάδες που αποτελούσαν το «μήλο της έριδας», ανέπτυσσαν στρατηγικές αφομοίωσής τους, οι οποίες εκκινούσαν από την εκπαίδευσή τους και έφταναν ως τη βίαιη ενσωμάτωσή τους.
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο πλαίσιο του εθνικισμού, εμπλουτίστηκε με στρατηγικές που αποσκοπούσαν στην αφομοίωση των αλλόγλωσσων πληθυσμών στο εσωτερικό των νεότευκτων εθνών-κρατών των Βαλκανίων, άρα στην κατασκευή της εθνικής τους ταυτότητας. Οι στρατηγικές αυτές επεκτάθηκαν και σε αλυτρωτικές διεκδικήσεις που σχετίζονταν με τη διεύρυνση των εδαφικών ορίων των νεότευκτων εθνών-κρατών. Η ομάδα-στόχος των διεκδικήσεων αυτών ήταν κάθε φορά εκείνη η οποία εξυπηρετούσε την αλυτρωτική πολιτική τους. Έτσι, άλλοτε οι διεκδικήσεις τους αφορούσαν σε εθνοτικές ομάδες που είχαν διχοτομηθεί ή τριχοτομηθεί, ένθεν κακείθεν των συνόρων τους, τα οποία είχαν χαραχτεί με τη συνθήκη του Βουκουρεστίου, το 1913. Άλλοτε πάλι η αλυτρωτική προπαγάνδα επεκτεινόταν σε γλωσσικές μειονότητες, συμπαγείς πυρήνες των οποίων διαβιούσαν στις γειτονικές βαλκανικές χώρες. Οπωσδήποτε όμως πίσω από την αλυτρωτική προπαγάνδα βρισκόταν η προσδοκία των εθνικών κρατών να χρησιμοποιήσουν τους πληθυσμούς αυτούς ως όχημα, για να διευρύνουν την επικυριαρχία τους στην ευρύτερη περιοχή. Από την άλλη, τα βαλκανικά κράτη σχεδόν εν των συνόλω τους, στα οποία διαβιούσαν γλωσσικές μειονότητες ή εθνοτικές ομάδες που αποτελούσαν το «μήλο της έριδας», ανέπτυσσαν στρατηγικές αφομοίωσής τους, οι οποίες εκκινούσαν από την εκπαίδευσή τους και έφταναν ως τη βίαιη ενσωμάτωσή τους.
Research Interests:
The purpose of our study is to highlight the Macedonian Question through another focus: the action been invested by the nation-states in the field of education. Indeed, education, integrated in the context of nationalism, was enriched... more
The purpose of our study is to highlight the Macedonian Question through another focus: the action been invested by the nation-states in the field of education. Indeed, education, integrated in the context of nationalism, was enriched with strategies which aimed at assimilating the allophone populations within the newly created Balkan nation-states, in order their national identity to be configurated. These strategies were extended to redemptive claims related to the expansion of the territorial boundaries of the newly created nation-states. The target group of these claims was each time the one which served their redemptive policy. Thus, at times, their claims concerned ethnic groups that had been divided or parted, across their borders, which had been formed by the Treaty of Bucharest in 1913. At other times, emancipatory propaganda extended to linguistic minorities in the neighboring Balkan countries. The Balkan countries, inhabited by linguistic minorities or ethnic groups which were the "apple of discorse", developed their assimilation strategies, which started from the establishment of a national education and reached to their violent integration.
Research Interests:
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο... more
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο πλαίσιο του εθνικισμού, εμπλουτίστηκε με στρατηγικές που αποσκοπούσαν στην αφομοίωση των αλλόγλωσσων πληθυσμών στο εσωτερικό των νεότευκτων εθνών-κρατών των Βαλκανίων, άρα στην κατασκευή της εθνικής τους ταυτότητας. Οι στρατηγικές αυτές επεκτάθηκαν και σε αλυτρωτικές διεκδικήσεις που σχετίζονταν με την διεύρυνση των εδαφικών ορίων των νεότευκτων εθνών-κρατών. Kάτα ομάδα στόχος των διεκδικήσεων αυτών ήταν κάθε φορά εκείνη η οποία εξυπηρετούσε την αλυτρωτική πολιτική τους. Έτσι, άλλοτε οι διεκδικήσεις τους αφορούσαν σε εθνοτικές ομάδες που είχαν διχοτομηθεί ή τριχοτομηθεί, ένθεν κακείθεν των συνόρων τους, τα οποία είχαν χαραχτεί με τη συνθήκη του Βουκουρεστίου, το 1913. Άλλοτε πάλι η αλυτρωτική προπαγάνδα επεκτεινόταν σε γλωσσικές μειονότητες, συμπαγείς πυρήνες των οποίων διαβιούσαν στις γειτονικές βαλκανικές χώρες. Τα βαλκανικά στα οποία διαβιούσαν γλωσσικές μειονότητες ή εθνοτικές ομάδες που αποτελούσαν το «μήλο της έριδας», ανέπτυσσαν στρατηγικές αφομοίωσής τους, οι οποίες εκκινούσαν από την εκπαίδευσή τους και έφταναν ως την βίαιη ενσωμάτωσή τους.
Research Interests:
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο... more
Σκοπός της μελέτης μας είναι η ανάδειξη του Μακεδονικού Ζητήματος μέσα από μια άλλη εστίαση: τη δράση που επενδύθηκε από τα έθνη-κράτη στο πεδίο της εκπαίδευσης. Πραγματικά η εκπαίδευση, ενταγμένη στο πλαίσιο του εθνικισμού, εμπλουτίστηκε με στρατηγικές που αποσκοπούσαν στην αφομοίωση των αλλόγλωσσων πληθυσμών στο εσωτερικό των νεότευκτων εθνών-κρατών των Βαλκανίων, άρα στην κατασκευή της εθνικής τους ταυτότητας. Οι στρατηγικές αυτές επεκτάθηκαν και σε αλυτρωτικές διεκδικήσεις που σχετίζονταν με την διεύρυνση των εδαφικών ορίων των νεότευκτων εθνών-κρατών. Kάτα ομάδα στόχος των διεκδικήσεων αυτών ήταν κάθε φορά εκείνη η οποία εξυπηρετούσε την αλυτρωτική πολιτική τους. Έτσι, άλλοτε οι διεκδικήσεις τους αφορούσαν σε εθνοτικές ομάδες που είχαν διχοτομηθεί ή τριχοτομηθεί, ένθεν κακείθεν των συνόρων τους, τα οποία είχαν χαραχτεί με τη συνθήκη του Βουκουρεστίου, το 1913. Άλλοτε πάλι η αλυτρωτική προπαγάνδα επεκτεινόταν σε γλωσσικές μειονότητες, συμπαγείς πυρήνες των οποίων διαβιούσαν στις γειτονικές βαλκανικές χώρες. Τα βαλκανικά στα οποία διαβιούσαν γλωσσικές μειονότητες ή εθνοτικές ομάδες που αποτελούσαν το «μήλο της έριδας», ανέπτυσσαν στρατηγικές αφομοίωσής τους, οι οποίες εκκινούσαν από την εκπαίδευσή τους και έφταναν ως την βίαιη ενσωμάτωσή τους.
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This article examines the impact of the Russian civil war 1917–1920 on the Grecophone education of the country. That raises two questions determined by two contexts, on the one hand, the Tsarist (before 1917) and on the other hand, its... more
This article examines the impact of the Russian civil war 1917–1920 on the Grecophone education of the country. That raises two questions determined by two contexts, on the one hand, the Tsarist (before 1917) and on the other hand, its successive system, the Soviet (from 1917). This research aspect leads to the examination of the historical perspective of the Grecophone education under the focus of the changes in educational structures between the two contexts and the determination of amendments in the ideology of education, with an emphasis on the elite leading social groups of each period. The current paper is founded on the historical research analysis which is principally derived from primary sources, such as local newspapers and magazines. The colonizing policy of Greek-Orthodox people in Russia was emphasized, firstly, after the Russian-Turkish War (1768–1774) and the Kucuk-Kainarji treaty. Grecophone education was developed for the Grecophone population in Russia. Before the Russian Civil War, 1917–1920, the Grecophone schools were established by the organized urban communities, which expressed the request of the bourgeoisie to ensure the perpetuation of the Greek culture. After the civil war and the suzerainty of the Bolsheviks, state schools were established and the leadership of education was integrated in the Soviets’ operation, which were elected in every village or city and were represented at the Regional Congress of the Soviets. The focus was on the upgrade of the Grecophone education, with particular aims: the autonomy of the Grecophones of Russia from the centers of Hellenism and the formation of a new political-socialist identity.
Keywords: Education, Language, Grecophone education, Civil war, Tsarist Russia, Soviet Union
Keywords: Education, Language, Grecophone education, Civil war, Tsarist Russia, Soviet Union
Research Interests: Russian Studies, Language Education, Soviet History, History of Education, Ethnic minorities, and 15 moreRussian History, Soviet Union (History), Ethnic Conflict and Civil War, Russia, Minorities, Soviet Union, Russian and Soviet History, National minorities, Racial and Ethnic Minorities, Education in Russia, education in Soviet union, The History of Education and Schooling In the Russian Empire and Ukraine, Greeks in Russia, Greeks in Soviet Union, and Grecophone education
The aim of the book is to capture and interpret the shades of violence which were manifested during the “Occupation by the Axis period” in Western Macedonia. Τhe benchmarks been developed are the following: occupation, resistance, ethnic... more
The aim of the book is to capture and interpret the shades of violence which were manifested during the “Occupation by the Axis period” in Western Macedonia. Τhe benchmarks been developed are the following: occupation, resistance, ethnic conflicts and civil conflicts. "Violence" means not only the murders, but the imprisonments, the executions, the retaliation, the destruction of the productive tissue, the distorted food, and other similar phenomena as well. As the violence in all its manifestations is a historical fact. The legality of this violence derives from our perception about the legitimacy of the state as an institution practicing it or as an institution against which the individuals make their own revolution. So, in our case, legalizing or condemning the violence been exercised during the occupation period by any side, requires primarily the question whose interests served the Greek Administration to be answered. Finally, it has to be stressed that, in our opinion, the dynamic of the Occupation period, especially with regard to Western Macedonia, requires the early conviction of all the political intentions that are hidden behind the research.
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This book is looking for education’s traces in three contexts, in the Greek -Orthodox communities of the Ottoman Black Sea, in the Greek Diaspora’s communities of the Tsarist Russia and in the Greek-speaking communities of the Soviet... more
This book is looking for education’s traces in three contexts, in the Greek -Orthodox communities of the Ottoman Black Sea, in the Greek Diaspora’s communities of the Tsarist Russia and in the Greek-speaking communities of the Soviet Union. Consequently this research is attempting to contribute both to deepen and to interpret educational phenomena not only in the two Empires, the Ottoman and Tsarist one, but in the Successor State, the Soviet Union as well. Furthermore, this study attempts to renew the methodological tools that were used in the literature, as it uses the historical-comparative method of approaching. Specifically it uses the example of the structural functionalism, which looks at society through a macro-level orientation and addresses it as a whole in terms of the function of its constituent elements; namely norms, customs, traditions, and institutions. Therefore the book is investigating at first the trends of the Historiography in the field of the two Empires and also in the field of the Soviet State and is focusing on conceptual issues of Comparative Education’s discipline in the contexts described above in order the research questions and the investigation’s purposes to be defined. Subsequently the approach is implemented with specific benchmarks such as a) the institutional framework of the ottoman education, the framework of the Greek Diaspora’s communities’ education in the Czarist Empire and also the framework of the Greek-speaking communities’ education in the Soviet Union. b) the cultural background of the Greek Orthodox education, of the education of the Greek Diaspora in the Czarist Russia and the cultural background of the Greek-speaking Soviet education. c) The investigation of the relationship between education, nationalism and socialism in the said three contexts d) the study of the symbolic function of the education in the same frame e) the investigation of the relationship between the education and the society. f) the examination of the typological classification of the schools in the above frame g) the typological classification of the teacher’s education in the boxes above. Τhe study ends with a field research been focused on the most famous schools such as the Trebizond’s Tutorial School, the Greek Commercial School of Odessa and the Odessa’s “Rodokanakeion” Girl’s School.
Το συγκεκριμένο βιβλίο μελετά την εκπαίδευση σε τρία συγκείμενα, στις ελληνορθόδοξες κοινότητες του ιστορικού Πόντου, στις ελληνικές παροικιακές κοινότητες της τσαρικής Ρωσίας και στις ελληνόγλωσσες κοινότητες της Σοβιετικής Ένωσης. Επιχειρεί δηλαδή να συνεισφέρει τόσο στην εμβάθυνση όσο και στην ερμηνεία των εκπαιδευτικών φαινομένων σε δύο αυτοκρατορίες, την οθωμανική και την τσαρική, αλλά και στο διάδοχο κράτος, την Σοβιετική Ένωση. Επιπλέον η μελέτη αυτή επιχειρεί να ανανεώσει τα μεθοδολογικά εργαλεία που είχαν χρησιμοποιηθεί από τη βιβλιογραφία, υιοθετώντας πλέον την ιστορικο-συγκριτική μέθοδο προσέγγισης και μάλιστα το παράδειγμα του δομολειτουργισμού. Γιαυτό μελετά πρώτα τις τάσεις της ιστοριογραφίας στο πεδίο των αυτοκρατοριών και του σοβιετικού κράτους και εστιάζει σε εννοιολογικά ζητήματα της Συγκριτικής Εκπαίδευσης στο πλαίσιο που προαναφέρθηκε, θέτοντας τα ερευνητικά ερωτήματα αλλά και τους σκοπούς της διερεύνησης. Η προσέγγιση στη συνέχεια υλοποιείται με συγκεκριμένα σημεία αναφοράς όπως α) το θεσμικό πλαίσιο της οθωμανικής εκπαίδευσης, της εκπαίδευσης στις ελληνικές παροικιακές κοινότητες της τσαρικής αυτοκρατορίας αλλά και στις ελληνόγλωσσες κοινότητες της Σοβιετικής Ένωσης β) το πολιτισμικό πλαίσιο της ελληνορθόδοξης εκπαίδευσης, της ελληνικής παροικιακής εκπαίδευσης της τσαρικής αυτοκρατορίας αλλά και της ελληνόφωνης εκπαίδευσης της Σοβιετικής Ένωσης γ) την εξέταση της σχέσης ανάμεσα στην εκπαίδευση, τον εθνικισμό και τον σοσιαλισμό στα τρία συγκείμενα δ) τη μελέτη της συμβολικής λειτουργίας της εκπαίδευσης στο ίδιο πλαίσιο ε) τη διερεύνηση της σχέσης ανάμεσα στην εκπαίδευση και στην κοινωνία στ) την εξέταση της τυπολογικής ταξινόμησης των ελληνορθόδοξων σχολείων της οθωμανικής αυτοκρατορίας, της τσαρικής αυτοκρατορίας και των ελληνόφωνων σχολείων της Σοβιετικής Ένωσης και ζ) την τυπολογική ταξινόμηση της εκπαίδευσης των εκπαιδευτικών στα πλαίσια που προαναφέρθηκαν. Στη συνέχεια επιχειρείται μια έρευνα πεδίου με εστίαση στα κυριότερα ελληνορθόδοξα ή ελληνικά παροικιακά σχολεία του Πόντου και της Ρωσίας, όπως το Φροντιστήριο της Τραπεζούντας, η Ελληνεμπορική Σχολή της Οδησσού και το Ροδοκανάκειο Παρθεναγωγείο Οδησσού. Η έρευνα κλείνει με την αξιολόγηση των αποτελεσμάτων και την συνόψιση των απαντήσεων στα ερευνητικά ερωτήματα που είχαν τεθεί στην αρχή και με την διατύπωση των σημείων αναφοράς για περαιτέρω διερεύνηση.
Το συγκεκριμένο βιβλίο μελετά την εκπαίδευση σε τρία συγκείμενα, στις ελληνορθόδοξες κοινότητες του ιστορικού Πόντου, στις ελληνικές παροικιακές κοινότητες της τσαρικής Ρωσίας και στις ελληνόγλωσσες κοινότητες της Σοβιετικής Ένωσης. Επιχειρεί δηλαδή να συνεισφέρει τόσο στην εμβάθυνση όσο και στην ερμηνεία των εκπαιδευτικών φαινομένων σε δύο αυτοκρατορίες, την οθωμανική και την τσαρική, αλλά και στο διάδοχο κράτος, την Σοβιετική Ένωση. Επιπλέον η μελέτη αυτή επιχειρεί να ανανεώσει τα μεθοδολογικά εργαλεία που είχαν χρησιμοποιηθεί από τη βιβλιογραφία, υιοθετώντας πλέον την ιστορικο-συγκριτική μέθοδο προσέγγισης και μάλιστα το παράδειγμα του δομολειτουργισμού. Γιαυτό μελετά πρώτα τις τάσεις της ιστοριογραφίας στο πεδίο των αυτοκρατοριών και του σοβιετικού κράτους και εστιάζει σε εννοιολογικά ζητήματα της Συγκριτικής Εκπαίδευσης στο πλαίσιο που προαναφέρθηκε, θέτοντας τα ερευνητικά ερωτήματα αλλά και τους σκοπούς της διερεύνησης. Η προσέγγιση στη συνέχεια υλοποιείται με συγκεκριμένα σημεία αναφοράς όπως α) το θεσμικό πλαίσιο της οθωμανικής εκπαίδευσης, της εκπαίδευσης στις ελληνικές παροικιακές κοινότητες της τσαρικής αυτοκρατορίας αλλά και στις ελληνόγλωσσες κοινότητες της Σοβιετικής Ένωσης β) το πολιτισμικό πλαίσιο της ελληνορθόδοξης εκπαίδευσης, της ελληνικής παροικιακής εκπαίδευσης της τσαρικής αυτοκρατορίας αλλά και της ελληνόφωνης εκπαίδευσης της Σοβιετικής Ένωσης γ) την εξέταση της σχέσης ανάμεσα στην εκπαίδευση, τον εθνικισμό και τον σοσιαλισμό στα τρία συγκείμενα δ) τη μελέτη της συμβολικής λειτουργίας της εκπαίδευσης στο ίδιο πλαίσιο ε) τη διερεύνηση της σχέσης ανάμεσα στην εκπαίδευση και στην κοινωνία στ) την εξέταση της τυπολογικής ταξινόμησης των ελληνορθόδοξων σχολείων της οθωμανικής αυτοκρατορίας, της τσαρικής αυτοκρατορίας και των ελληνόφωνων σχολείων της Σοβιετικής Ένωσης και ζ) την τυπολογική ταξινόμηση της εκπαίδευσης των εκπαιδευτικών στα πλαίσια που προαναφέρθηκαν. Στη συνέχεια επιχειρείται μια έρευνα πεδίου με εστίαση στα κυριότερα ελληνορθόδοξα ή ελληνικά παροικιακά σχολεία του Πόντου και της Ρωσίας, όπως το Φροντιστήριο της Τραπεζούντας, η Ελληνεμπορική Σχολή της Οδησσού και το Ροδοκανάκειο Παρθεναγωγείο Οδησσού. Η έρευνα κλείνει με την αξιολόγηση των αποτελεσμάτων και την συνόψιση των απαντήσεων στα ερευνητικά ερωτήματα που είχαν τεθεί στην αρχή και με την διατύπωση των σημείων αναφοράς για περαιτέρω διερεύνηση.
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The book refers to the memories written by a political refugee named N. Tsironis who was engaged by the Greek Communist party to live in the village of Bulkes in the former Jugoslavia after the end of the German occupation and the... more
The book refers to the memories written by a political refugee named N. Tsironis who was engaged by the Greek Communist party to live in the village of Bulkes in the former Jugoslavia after the end of the German occupation and the Varkiza's treatment as he had taken part to the Greek resistance and especially to the OPLA organization. Tsironis talks in his own way about his experiences of that period because he and his colleagues were practiced in Bulkes in order to participate to the coming Greek civil war according to the communist party's strategic priorities.
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This study is aiming at collecting and interpreting the autobiographical anecdote descriptions composed by the members of the ‘OPLA’ organization in the occupying Thessaloniki , related to the activities of the organization. It aims also... more
This study is aiming at collecting and interpreting the autobiographical anecdote descriptions composed by the members of the ‘OPLA’ organization in the occupying Thessaloniki , related to the activities of the organization. It aims also a) at the intersection of the evidence with relevant material of government records and local newspapers of Thessaloniki, b) the relation between the ‘OPLA’ organization’s action and the individual demographic, economic and social problems of the city, c) the interpretation of the laws been enacted after the German’s occupation, relating to the administration of justice concerning the members of the ‘OPLA’ organization d) the clarification of the way these laws were implemented by the judicial Council of Thessaloniki e) the determination of the OPLA’s activity character in the occupying Thessaloniki. Based on the unpublished autobiographical text of Tsironi N., who was a member of the OPLA organization in Thessaloniki and on the junction with the data of the communist party’s files (period 1941-1944). Finally the material was enriched with elements a) of the Historical Archive of the Municipality of Thessaloniki and b ) of the Archives of Mixed Jury Court of Thessaloniki.
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The book deals with the education of the Greek communities of Russia of the late Czarist period, Education is integrated to the historical, social and political context and it is attempted the interpretation of the main characteristics of... more
The book deals with the education of the Greek communities of Russia of the late Czarist period, Education is integrated to the historical, social and political context and it is attempted the interpretation of the main characteristics of the Greek education to be achieved, on one part through primary archival material (newspapers and publications of the Greek communities of Russia ) and on the other part through international and Greek literature . The special interest of this book lies in the substantial use of the primary resources and of course in the identification of the intellectual movements developed in the specific context.
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"Frederica’s Children" or "Marshall Plan’s Kids" have been the tens of thousands of the Greek children, who either were caught up in the maelstrom of the Greek Civil War (1946-1949) or became subjects of political expediency and... more
"Frederica’s Children" or "Marshall Plan’s Kids" have been the tens of thousands of the Greek children, who either were caught up in the maelstrom of the Greek Civil War (1946-1949) or became subjects of political expediency and experiments in political socialization within the Cold War. During the last few years a multitude of published studies contribute to a better understanding of the issue from the historical and sociological point of view. Exploiting the perspective of the History of Education, the researcher has to investigate the involvement of the Greek royal institutions in the education and socialization of those children and highlight the royal initiatives in dialectical counterpoint to the "communist peril" within the context of the Cold War. The remarkable and innovative educational projects presented in this book, to a great extent, seem to be an organic part of the anti-communist agenda and of the overall reconstruction programs originated, funded and implemented by the American factor.
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The book deals with the interpretation of the structures and the typological classification of schools of Pontus and their integration into the political and social context. It attempts to categorize schools based on specific criteria.... more
The book deals with the interpretation of the structures and the typological classification of schools of Pontus and their integration into the political and social context. It attempts to categorize schools based on specific criteria. The first key relates to the founding operation framework of the schools, to the governing bodies and to the supervisory management. The second classification criterion relates to the internal structure of education and is associated with individual benchmarks , such as general purposes (schools for boys and schools for girls). Both, the first classification associated with the outer structure of education , and the second one relating to the internal operation of education attempt to combine macro-social analysis in the research field . Using macro-social analysis in its sectional and longitudinal dimension it is attempted the structural features constituted the framework for the education’s operation in Pontus to be understood. Even the book attempts to distinguish the history of education in Pontus into four periods , with distinct sections and features. The first period begins in 1683, with the founding of the Kyminites’ tuition and stops in 1856 . The second period is the period of communalism which terminates substantially with the revolution of the Young Turks in 1908 . The third period begins with the revolution of the Young Turks , and ends in 1917 . The fourth and last ends in 1923.
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This study is aiming at identifying the particular educational structures applied in the Greek Macedonian area during the period 1912-1940 (from the date of the Macedonian area integration to the Greek State until the German occupation).... more
This study is aiming at identifying the particular educational structures applied in the Greek Macedonian area during the period 1912-1940 (from the date of the Macedonian area integration to the Greek State until the German occupation). Specifically, in the case-study of Macedonia and in the crucial national context, the Greek state had implemented a national educational policy, mainly concerning the allophone population of the province, in order their assimilation to be achieved. This policy was determined by parameters such as the implementation of special legislative regulations, the shaping of special curriculum, the qualifying of a teacher training method adapted to the specific conditions of Macedonian region.
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It is a teaching proposal in the form of educational materials aimed at creating concern and interest to the students so that they can explore through structured school groups aspects of local history of the city of Kozani and the region.
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The book takes advantage of the manuscripts been kept by Nitsiota G., in his family unpublished Archive and integrates them in the local and historical context of Krousovo. The context is shaped by the references to Krousovo coming from... more
The book takes advantage of the manuscripts been kept by Nitsiota G., in his family unpublished Archive and integrates them in the local and historical context of Krousovo. The context is shaped by the references to Krousovo coming from the “Kofos Archive”, kept in the Museum of the Macedonian Struggle. It is thus composed a socio -economic Vlach-Greek community which conducts trade through the land and sea routes with Austria-Hungary using the system of the “family company”. This Vlach-Greek community invests in Greek culture with bequests and donations given to the Greek schools having founded there in the same period. On the cover of the book the unpublished authentic stamp of the Greek schools of Kruševo in 1840, included to the same private Archive, is published.
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The book leverages the private Archive of the historian John Adamou and attempts through the documents of the Greek Consulate of Monastiri, included to the Archives of the Greek Ministry of Foreigner Affairs, to record the less popular... more
The book leverages the private Archive of the historian John Adamou and attempts through the documents of the Greek Consulate of Monastiri, included to the Archives of the Greek Ministry of Foreigner Affairs, to record the less popular for the researchers dimension of the Macedonian question, mainly related to Romanian national movement in the vilayet of Monastiri. It refers thus to the genesis of the Romanian schools, action-oriented by G. Margaritis and to the subsequent intervention of the Romanian national state. The first part of the book interprets the motives of the Romanian state, the receptivity of the inhabitants and the regressions of the Greek Consuls in two axes: in the problem’s consideration and in the assessment of its severity. The intervention of the Romanian national state is placed in the international diplomatic context. In the second part, papers documenting the first part are published, accompanied by a rich annotation and thereby this study fills a gap in the research literature because, for the first time, the evolution of the modern Romanian movement is systematically investigated. In the end, a pervasive epilogue in which the causes of the Romanian propaganda’s failure is exposed. The study examined to a lesser extent the Serbian national movement in the same area . Consequently it is thought that the Romanian national propaganda’s research is a contribution to the educational history of the Monastiri vilayet .
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The study deals with the conditions for the establishment and operation of the Pedagogic Academy of Florina and emphasizes the period's context while the Academy was directed by Manolis Sarris.
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This book fills in, for the first time, a gap in literature: it takes advantage of the historical sources and evidences referring to the life of the Greek community of Monastiri , focusing especially on its educational process. For the... more
This book fills in, for the first time, a gap in literature: it takes advantage of the historical sources and evidences referring to the life of the Greek community of Monastiri , focusing especially on its educational process. For the first time, it is attempted the important fragments of “Pelagonia” Metropolis having been carried to the Archives of the “General Administration of Macedonia”, to be evaluated. The book consists of two parts: the first part presents a critical educational history of Monastiri through archival sources and the second one publishes the Proceedings of the School Committees and Boards as material accessible for further investigation. The first part gives special attention to the functioning of the Gymnasium of Monastiri, and to the social composition, school performances and origins of the students population. In this part it is also considered the curriculum adopted in Monastiri as result of the conflict between the reformist and non-reformist tendencies, dominant in that period. The community framework is clarified to provide a level of interpretation of educational events. From this point of view it has to be thought as a part of the interpretative method of historical analysis.
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The book describes and interprets the educational system of “patriarchal - community education” , which was established in western and northern Macedonia in the period of the Ottoman reforms ( Tanzimat ). The research is based on primary... more
The book describes and interprets the educational system of “patriarchal - community education” , which was established in western and northern Macedonia in the period of the Ottoman reforms ( Tanzimat ). The research is based on primary research of archival material that was kept by the Metropolitan Bishops of that period. Because of this study, a new terminology, concerning the period 1840-1914, is proposed to be introduced, such as " dominant type of community school” while it is attempted the various deviations from this type to be identified. A discussion is also held about the fluid discrimination between primary and secondary education, often determined by reference to local conditions. The study also aims at defining the various types of schools such as “Urban School”, “Boys ' School” , “Girls' School” (primary or secondary) using criteria as the number of classes or the content of the curricula. Finally it is described the successive frames of the educational structures and it is attempted the interaction between the education and the political and economic circumstances to be interpreted. The achievement of these goals is shaping a substantial level of depth referring to this study.
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ΕΤΕΡΟΑΝΑΦΟΡΕΣ 22.4.222.pdf CV SOFIAS ILIADOU TACHOU
1989-2022
1989-2022