MARIA REPOUSSI
I am historian, professor of History and History Education at Aristotle University of Thessaloniki. I graduated from the University of Athens and I did my post graduate studies at the University of Paris I-Sorbonne where I supported my PhD on Greek and Turkish Nationalism. My research interests concern mainly History Education including (a) didactics of history, (b) the history of history education, (c) the controversies on school history, (d) the gender of History Education, (e) the formal and informal history learning environments and (f) history textbook as well as the history of the Women’s Movement. I am a writer and an editor of books, history textbooks and educational material addressed to schools. I have also coordinated Oral History, Industrial heritage and Museum projects. I am co-editor of the Palgrave Handbook of Conflict and History Education in the Post-Cold Era (2019)
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Papers by MARIA REPOUSSI
This paper investigates not the presence or absence of women from history textbooks but its perception by the children of elementary school themselves. The concept of the historical subject is adopted here as a subject that acts and with its action influences the historical developments. The sample of the research consisted of 364 primary school students. Data collection was done using a questionnaire and the questionnaire was approached both quantitatively and qualitatively. The results of the research showed that the construction of the hierarchical gender difference between the two sexes is fully served by the history that the children are taught in school. They also showed that the historical models that are projected and with which boys and girls are identified in primary school are in complete discrepancy with the Greek reality of the 21st century. The research also correlated gender representations of women's activities in the past with the fluid gender identities of primary school children and demonstrated their dynamics in gender perception of women as a key element of gender identity. The research also highlighted the differences by gender and age as well as the subjectivity in the reception of gender codes and messages.
This paper investigates not the presence or absence of women from history textbooks but its perception by the children of elementary school themselves. The concept of the historical subject is adopted here as a subject that acts and with its action influences the historical developments. The sample of the research consisted of 364 primary school students. Data collection was done using a questionnaire and the questionnaire was approached both quantitatively and qualitatively. The results of the research showed that the construction of the hierarchical gender difference between the two sexes is fully served by the history that the children are taught in school. They also showed that the historical models that are projected and with which boys and girls are identified in primary school are in complete discrepancy with the Greek reality of the 21st century. The research also correlated gender representations of women's activities in the past with the fluid gender identities of primary school children and demonstrated their dynamics in gender perception of women as a key element of gender identity. The research also highlighted the differences by gender and age as well as the subjectivity in the reception of gender codes and messages.