Books by ELENI APOSTOLIDOU
"Μαθήματα Διδακτικής της Ιστορίας", Εκδ. ΠΕΔΙΟ , 2019
Η Διδακτική της Ιστορίας ‘ενηλικιώθηκε’ τη δεκαετία του 1970, όταν ιδρύθηκαν αντίστοιχες έδρες πα... more Η Διδακτική της Ιστορίας ‘ενηλικιώθηκε’ τη δεκαετία του 1970, όταν ιδρύθηκαν αντίστοιχες έδρες πανεπιστημίων και αποτέλεσε ιδιαίτερο διεπιστημονικό πεδίο έρευνας ενσωματώνοντας στοιχεία γνωστικής ψυχολογίας και θεωρίας της ιστορίας ∙ όπως όλες οι διδακτικές συνδυάζει γνώση σε σχέση με την ιδιαιτερότητα του κάθε γνωστικού αντικειμένου, στην προκειμένη περίπτωση της επιστήμης της ιστορίας, και γνώση προερχόμενη από εμπειρική έρευνα για το πώς οι μαθητές διαφορετικών ηλικιών αντιλαμβάνονται είτε το παρελθόν, είτε την ερευνητική διαδικασία στην οποία εμπλέκεται ο ιστορικός. Το ζητούμενο για το τι πρέπει να αποκομίζει ο μαθητής από την ιστορία στο σχολείο έχει μεταβληθεί πολλές φορές αλλά και είναι σταθερά και αντικείμενο ‘διαπραγμάτευσης’ και επιστημονικού διαλόγου ∙ η Διδακτική της Ιστορίας όταν αυτονομήθηκε ως κλάδος ‘έβαλε’ κατά της ‘πολιτικοποίησης’ του μαθήματος με τη λογική του εθνικού φρονηματισμού που επικρατούσε τον 19ο και τις αρχές του 20ου αιώνα. Δεν έχασε όμως ποτέ τον πολιτικό της χαρακτήρα, καθώς η προτασσόμενη «ιστορική σκέψη» που έπρεπε να αποκτήσουν οι μαθητές έχει σαφώς και χαρακτήρα χειραφέτησής τους. Τις δεκαετίες 1980 και 1990 η Διδακτική της Ιστορίας ‘επαναπολιτικοποιήθηκε’: πρόταγμα η «συνάφεια» του μαθήματος στο σχολείο με το μαθητή και της ανάγκες του, η σύνδεση της ιστορικής γνώσης με τις πρακτικές ανάγκες της καθημερινής ζωής. Στοιχεία φιλοσοφίας της ιστορίας στις αγγλοσαξωνικές χώρες, το εννοιολογικό ‘οπλοστάσιο’ της επιστήμης της ιστορίας, συνδυάστηκαν με τη θεωρία της ιστορικής συνείδησης όπως αυτή αναπτύχθηκε στη Γερμανία. Το μόνιμο ερώτημα είναι, μπορούν οι μαθητές να ‘γίνουν’ ιστορικοί; Υπάρχουν πολλοί περιορισμοί, όμως μπορούν οι μαθητές να ‘μιμηθούν’ τους ιστορικούς στις ‘κινήσεις’ που κάνουν. Οι διδακτικολόγοι της ιστορίας ή οι παιδαγωγοί της ιστορίας (για τις αγγλοσαξωνικές χώρες) συμφωνούν ότι πέραν της γνώσης ‘περιεχομένου’ είναι απαραίτητο να έχουν οι μαθητές και κάποια εμπειρία της ιστορικής έρευνας. Άλλωστε, πολλές ‘δεξιότητες’ της ιστορικής έρευνας, θα μπορούσαν να μεταφερθούν κάποια στιγμή και σε άλλους τομείς, στην καθημερινή ζωή.
Papers by ELENI APOSTOLIDOU
ΘΕΜΑΤΑ ΕΠΙΣΤΗΜΩΝ ΤΗΣ ΑΓΩΓΗΣ, 2022
Αυτή η συμβολή στοχεύει στην περιγραφή της πορείας της Διδακτικής της Ιστορίας από τη δεκαετία το... more Αυτή η συμβολή στοχεύει στην περιγραφή της πορείας της Διδακτικής της Ιστορίας από τη δεκαετία του 1970 όταν πρωτοκαθιερώθηκε ως αυτόνομο διδακτικό αντικείμενο στα πανεπιστήμια μέχρι και σήμερα. Σημαντικές στιγμές στην πορεία τής παραπάνω επιστήμης είναι οι δεκαετίες του 1980 και 1990. Στη δεκαετία του 1980 και του 1990 έλαβαν χώρα εμπειρικές μελέτες που σχετίζονται με την ιστορική συνείδηση και την πολιτική στάση των νέων και τονίζουν την ανάγκη να εφαρμοστούν οι ιστορικές γνώσεις στην πρακτική καθημερινή ζωή, ακολουθώντας τα ενδιαφέροντα των μαθητών, και ενδεχομένως να σηματοδοτείται μια ‘συναισθηματική’ στροφή στην ιστορική εκπαίδευση σε αντίθεση με τη δεκαετία του 1970 όπου έχουμε επικέντρωση στην ιστορική σκέψη. Σήμερα, βιώνουμε μια μετάβαση εμπειρικής εκπαιδευτικής έρευνας σχετικά με το ρόλο των διαφόρων «μαθησιακών περιβαλλόντων», εκτός από το σχολείο, στον σχηματισμό ιστορικής σκέψης και ιστορικής συνείδησης. Η συμβολή των θεσμικών εκπαιδευτικών ρυθμίσεων, των προγραμμάτων σπουδών, των σχολικών βιβλίων, στην ιστορική σκέψη των μαθητών, φαίνεται να έχει ακμάσει σε προηγούμενες περιόδους. Η έμφαση τόσο στην ιστορική σκέψη όσο και στη συνείδηση των μαθητών σε επίσημα και ανεπίσημα εκπαιδευτικά περιβάλλοντα, θα μπορούσε να ταυτιστεί με την «πολιτισμική» στροφή στην ιστοριογραφία και τις διαδικασίες της «αντίληψης» παρά της «παραγωγής» όσον αφορά τα πολιτισμικά προϊόντα. https://ejournals.epublishing.ekt.gr/index.php/thea/article/view/26725
![Research paper thumbnail of 2022, "Greece: The Myth of Krypho Scholeio [Secret School]. Issues of Historical Understanding and Historical Culture"](https://attachments.academia-assets.com/92876793/thumbnails/1.jpg)
PANTA REI , 2022
This is an analysis of fifty questionnaires given to first-year students of the Department of Pri... more This is an analysis of fifty questionnaires given to first-year students of the Department of Primary Education of the University of Ioannina, on the subject of the ’Secret School’, and focuses on issues of epistemology and historical culture (Stathis, 2004; Grever & Adriaansen, 2017). The research is supported by previous empirical research regarding the evaluation of conflicting historical narratives by pupils and students (Afandi & Baildon, 2015, Chapman, 2016). The findings favor the actual existence of the ’secret’ school while students/participants, when asked how they interpret the existence of different views on this issue, referred more to the existence of “bias” in relation to the past, and to a lesser extent, to different “perspectives”, representing different groups and interests, either in the past or the present. https://revistas.um.es/pantarei/article/view/514951
"Εκπαίδευση, Κρίση και Πόλεμοι", Αθ. Καραφύλλης & Ι. Ταταρίδης (επιμ), εκδ Τζιόλα , 2020
Οι αναφορές στον πόλεμο τόσο στα σχολικά βιβλία ιστορίας όσο και στα αναλυτικά προγράμματα συνήθω... more Οι αναφορές στον πόλεμο τόσο στα σχολικά βιβλία ιστορίας όσο και στα αναλυτικά προγράμματα συνήθως ερμηνεύονται ως υιοθέτηση του παραδοσιακού και εθνοκεντρικού μοντέλου για τη διδασκαλία της ιστορίας στο σχολείο (Φραγκουδάκη, 1997, Μπουντά, 2008, Ανδρέου και Κασβίκης 2008, Κακογιάννης και Μπούρα 2014).
Η εργασία αυτή με αφορμή την ανάλυση 120 ερωτηματολογίων που απαντήθηκαν από υποψήφιους δασκάλους και φοιτητές Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης στην Ελλάδα την άνοιξη του 2018 υποδεικνύει άλλες χρήσεις αναφορών τόσο σε πολέμους που έλαβε μέρος η Ελλάδα, όσο και σε εθνικές καταστροφές ή κρίσεις, για το μάθημα της ιστορίας στο σχολείο.
Οι φοιτητές που έλαβαν μέρος στην έρευνα κλήθηκαν να υποδείξουν σκοπούς για τη διδασκαλία της ιστορίας γενικά αλλά και σκοπούς για τη διδασκαλία της ιστορίας στους πρόσφυγες και μετανάστες που καταφθάνουν στη χώρα μας από το 2014 και έπειτα. Ακόμη ζητήθηκε από τους φοιτητές να υποδείξουν συγκεκριμένα ιστορικά θέματα που θα μπορούσαν να είναι προσφορότερα όσον αφορά τη συγκεκριμένη αυτή ομάδα μαθητών. Ενδιαφέρον εύρημα της ανάλυσης των ερωτηματολογίων που έγινε με τη χρήση της αναλτυτικής επαγωγής (Strauss and Corbin, 1998) ήταν ότι ειδικά για τα παιδιά των προσφύγων κάποια θέματα ελληνικής ιστορίας αφορώντα σε πολέμους, καταστροφές και κρίσεις θα μπορούσαν να τα βοηθήσουν να αναπτύξουν αισιοδοξία σε σχέση με το μέλλον τους.
Δεδομένου ότι οι ίδιοι φοιτητές στο πρώτο σκέλος της ερώτησης εμφάνισαν στοιχεία ‘παραδοσιακής’ και ‘παραδειγματικής’ ιστορικής συνείδησης (Rüsen, 2005), επαναλαμβάνοντας επίσης ευρήματα παλαιότερων ερευνών όσον αφορά τη χρήση του τραυματικού παρελθόντος (Κόκκινος και Μπήτρου 2002), τα παραπάνω ευρήματα προτείνουν μετατοπίσεις: οι φοιτητές αφίστανται από τις εθνοκεντρικές και ξενοφοβικές θέσεις που φαίνεται να υιοθετούνται στην Ελλάδα σήμερα (Φραγκουδάκη, 2013) και προτείνουν συγκριτικές χρήσεις του τραυματικού παρελθόντος. Τα παραπάνω συμβαδίζουν τόσο με την έρευνα για τη χρήση αμφιλεγόμενων και συγκρουσιακών θεμάτων στη σχολική ιστορία (Mc Cully, 2009) όσο και για τη διδασκαλία των κοινωνικών επιστημών σε παιδιά μεταναστών (Epstein, 2017).
"Archaeological Heritage and Education", edited by Danijela Trškan, Špela Bezjak, Slovenian National Commission for UNESCO, 2020
The chapter discusses the cases where Archaeology and History meet, first as disciplines, and sec... more The chapter discusses the cases where Archaeology and History meet, first as disciplines, and second in education, and more specifically history education. Issues of epistemology and methodology in relation to the two disciplines are discussed and additionally different typologies of both museum’ displays and archaeological inquiries and displays. Both the methodologies in history and archaeology, seem to be informed by certain perceptions of the present-past relationship, perceptions that
either contribute to interpretations ‘static’ in time or dynamic ones .
History Education Research Journal , 17(1), 2020
This paper reports a study of prospective teachers' views about Europe, and European and national... more This paper reports a study of prospective teachers' views about Europe, and European and national identity, in Greece and Portugal. The paper analyses written responses to a closed multiple-choice questionnaire provided by 33 Greek and 35 Portuguese prospective teachers following courses in Ioannina and Braga universities in early 2018. First, students were asked to answer 15 closed questions related to their perceptions of national, European and other identities. More specifically they were asked to choose among different associations of Europe and different levels of how their country is integrated into Europe. Also, they were asked to choose their preferred 'identification with particular identities' (Villaverde Cabral and Machado Pais, 1998) and to articulate their notions of citizenship by commenting on different criteria for the naturalization of immigrants. Finally, they were asked to predict the future of the European Union by answering an open question. Data analysis focused on the 2018 data and on comparisons with existing data sets, collected in Greece and Portugal since 1994, relating to perceptions of national and European identity and to notions of citizenship. The authors expected to find change over time in data on attitudes in the two countries, reflecting the impacts of the recent economic crisis in both Portugal and Greece and the refugee crisis, particularly in Greece. Portuguese participants were found to manifest a more positive perspective on Portuguese–European integration than had been the case in earlier data sets, while at the same time wishing to preserve some specific aspects of national identity. The Greek students were found generally to be consistent with their pro-European viewpoints, but at the same time there seems to have been an increasing distrust of the European Union after the experience of the 2010–18 economic crisis – indications of which were apparent in some earlier findings .
https://www.ingentaconnect.com/contentone/ioep/herj/2020/00000017/00000001/art00007
EDITUM, 2019
This is an analysis of seventy written questionnaires given to university students, prospective t... more This is an analysis of seventy written questionnaires given to university students, prospective teachers in Greece (Ioannina) and Portugal (Minho, Braga), in early 2018. Thirty-five Greek and thirty-five Portuguese students were asked first to point to the aims of school history and second to comment on the aims of school history for the immigrants’ and refugees’ children attending respectively Greek and Portuguese schools. They were also asked to indicate possible suitable topics for children that have recently settled in Greece and Portugal. The study aimed to identify students’ perceptions of the discipline of history and patterns of their historical consciousness: would history as a school subject facilitate refugees’ children adaptation to their new country? Additionally, what would the influence of the recent refugee wave in Greece and Portugal be on prospective teachers’ perceptions of national identity and pedagogy in relation to history?
The data analysis was based on previous research in Greece, Portugal and elsewhere, conducted between 1997 and now, relating to teachers’ perceptions of national identity, the ‘other’, the purposes of history teaching (Angvik &Von Borries, 1997, Greek Institute of Pedagogy, 2009, Education policy outlook Portugal, 2014 ), Greek representations of history and citizenship (Kadianaki et al, 2016) and Portuguese perceptions of history as
constructions of identity and citizenship (Freitas, Solé & Tomás, 2002; Solé & Freitas, 2008).
The findings that were produced through a process of analytic induction, could be important in the context of the current refugees’ pressure on Greece, Portugal and on the whole of Europe. Possible strategies in relation to history teaching, based on comparative uses of past and present (the ‘empathy’ pattern of our data) and as regards differences among peoples (the ‘liberal/cognitive’ pattern in our data) or other recent research in teaching social studies to immigrant youth (Epstein, 2017) could be developed and implemented in history teaching.
First presented at the XVIII Congresso Internacional Jornadas da Educação Histórica, Murcia 6-8 de septiembre 2018, https://lapeduh.wordpress.com/2018/03/19/xviii-congresso-internacional-jornadas-da-educacao-historica/
A chapter in in JUAN RAMÓN MORENO VERA & JOSÉ MONTEAGUDO FERNÁNDEZ (eds) Temas Controvertidos en el Aula, Ediciones de la Universidad del Murcia (EDITUM), 2019, pp 129-144.
The whole book:
http://www.ub.edu/histodidactica/index.php?option=com_content&view=article&id=250:temas-controvertidos-en-el-aula-ensenar-historia-en-la-era-de-la-posverdad&catid=31&Itemid=142
https://publicaciones.um.es/publicaciones/public/obras/ficha.seam?numero=2763&edicion=1
"O Manual Escolar no Ensino da Historia", edited by GLÓRIA SOLÉ e ISABEL BARCA, ISBN: 978-972-8356-38-5, Associacao de Professores de Historia, 2018
The starting point for this paper was the augmenting acknowledgement that textbook research has r... more The starting point for this paper was the augmenting acknowledgement that textbook research has refocused from the text as such to other materials like pictures, since textbooks are supposed to support a more inquiring and constructivist type of history teaching (Repoussi & Guillon, 2010). The study first outlines the structure of history education in Greece, second attempts to describe which are the everyday practices in the Greek classrooms especially in relation to textbook use. Third, it outlines the long first phase of textbooks research in Greece till the 2000s. After the 2000s, textbooks changed and the question remains whether their epistemology changed too. Nevertheless, there is evidence of textbooks research in Greece that made use of different questions. The paper concludes that despite the above transitions what has certainly not changed is the centralization of the whole education system in Greece.
The whole book: https://aph.pt/wp-content/uploads/E-BOOK-Manual-Escolar.pdf
MuseumEdu 6, 2018
This is the editors’ introduction to the special issue "Museums, education and ‘difficult’ herita... more This is the editors’ introduction to the special issue "Museums, education and ‘difficult’ heritage" of the on-line, open access, peer-reviewed journal MuseumEdu published by the University of Thessaly Museum Education and Research Laboratory. The focus of the volume is on “critical heritage studies” related to controversial, contested, conflicting and traumatic themes. As regards museums, several changes in their role are noted: museums’ shift in museological interests towards social studies and related practices, the fact that museums today educate people also about traumatic events of the past, finally the representation in museums of ‘silent’ social groups. As regards history education, references are made to the current history didactics focus on the interpretative character of the discipline of history and on controversial issues while questions of a more pedagogic character are discussed, like the age that the teaching of controversial issues would be more effective, and students’ intellectual ‘readiness’ to tackle emotive and controversial issues. The debate over the disciplinary and moral functions of history is also briefly presented. Finally, this introduction to the "Museums, education and ‘difficult’ heritage" volume presents the rationale for the volume’s structure, the three different parts that constitute the issue and the content of the chapters/papers included.
http://museumedulab.ece.uth.gr/main/sites/default/files/INTRODUCTION%20p.pdf
Yearbook of the International Society for History Didactics , 2017
This paper analyses seventy-eight written questionnaires of university students, prospective teac... more This paper analyses seventy-eight written questionnaires of university students, prospective teachers in Greece (Ioannina) and Portugal (UMinho), in 2016. Students were asked first to narrate the Greek and the Portuguese state’s history respectively, and second to choose between ‘lines of development’ indicating decline and progress in time. The study aimed to identify students’ patterns of historical consciousness in the context of the current economic crisis situation and a preliminary analysis of the data suggests the prevalence of the ‘traditional’ type of Rüsen’s typology. The present study is informed by previous research in young people historical consciousness also in the initial training requirements of history teachers: if historical education aims at historical consciousness (Rüsen, 1987) and ‘history didacticians are something like experts of consciousness’ (Von Borries, 2005) history teachers own historical sense making while in situation of crisis, ought to be important.
The whole book: https://yearbook-ishd.wochenschau-verlag.de/issues.htm?fbclid=IwAR1EnSZ0RiKaJsSDlf-J98ZtbxiYJEBQbB1-hL98ExAvBG7Q-5yomO-x8uo
History Education Research Journal, 15(1) , 2017
This is an analysis of 97 written questionnaires given to university students', prospective teach... more This is an analysis of 97 written questionnaires given to university students', prospective teachers'. Students were asked first to narrate the Greek state's history, second to make predictions about the future. It took place in January 2016 in Ioannina (Greece). The study aimed to identify the constructs with which students internalized the economic crisis in Greece within a framework of Greek history, to map students' expectations in relation to the country's and Europe's future and to elicit the reasoning for their answers. The data was analysed within the framework of previous research in Greek historical consciousness, and of research conducted in 2013 and 2014, related to Greek, university and secondary school, students' account of the crisis (Apostolidou, 2014). More specifically, in 2013 and 2014, students were found to assign historical significance to the country's 2010 economic crisis since they included it within brief accounts of Greek history that they wrote. They also used their official national narrative not only to explain the crisis but also to predict the future: students perceived of the crisis as another war the country had to fight, a war that Greeks would certainly win. Students in this 2016 study once more included the 2010 economic crisis in their account of the history of the Greek state, also using elements of the 19th century Greek economic history. Being asked to venture a prediction about how 'life in Greece will be like in 60 years from now', they were found to be pessimistic, grounding their predictions on the current economic and political situation in Greece. Additionally, being asked to express their understanding of 'how things generally evolve in history', they spoke about 'repetition' but in a negative way: they also grounded their ideas on the current economic situation. On the whole, students in this study attempted to understand the 2010 crisis in the framework of Greek economic history, not employing the resistance pattern of their national narrative. Nevertheless, they seem to have been overwhelmed by their difficult present. The above stances could be read not only through Koselleck's theory of historical consciousness that emphasizes the parameter of experience (Koselleck in Zammito, 2004, p. 129), but also through findings of other (empirical) research that focuses on the relationship between students' present experiences and their future scenarios (Haste & Hogan, 2010).
https://www.ingentaconnect.com/contentone/ioep/herj/2017/00000015/00000001/art00006
Abstract.
This paper reports preliminary findings on how students perceive public monuments based... more Abstract.
This paper reports preliminary findings on how students perceive public monuments based on an analysis of 136 university students’ written questionnaires. Students, were called first to comment on the controversies over Truman’s statue in Athens which has been vandalized by protesters in different time periods. Second, they were asked to choose between three different stances to solve the problem: keep statue in its vandalized condition, restore it to the condition it was when it was donated, replace it with a statue of Lincoln.The study is informed by previous literature in the field of History Education and Historical Consciousness, both empirical (Seixas & Clark, 2004) and theoretical (Rűsen, 2005), also by studies in material culture (Lowenthal 1985) or in processes of monumentalization (Choay, 2001).The question guiding the study is whether students perceive of the monuments as narratives about the past and also recognize their ambivalent and conflictual character. Through the process of analytic induction three patterns were located in students’ answers. One, students saw the monument-statue as a relic of the past itself and not as a deliberate construction with a political meaning. Two, students perceived of Truman and Lincoln as having a unidimensional character, either good or wicked. Three, students recognized the controversies in relation to historical agents and they described them as representing policies and ideologies and in the context of their political role in the past. Finally the majority of the students opted for the replacement of the Truman statue by statue of Lincoln or another figure that would represent more ‘positive’ values or would prevent reactions on the part of the public.The study confirms the recommendations made by history educators that history lessons should focus more on current controversies, and their historization, as a means to understand equally past and present.
Keywords- Monuments, public statues, conflicts, historical consciousness, Cold War.
http://www.history.org.uk/publications/categories/304/resource/9032/the-international-journal-volume-13-number-2
"Oral History Education, Dialogue with the Past", edited by Danijela Trskan, Slovenian National Commission for UNESCO, 2016
This paper examines the development of Oral History since the 1940s, from Paul Thompson and his ... more This paper examines the development of Oral History since the 1940s, from Paul Thompson and his work The Voice of the Past, to Luisa Passerini and her work on “subjectivity” and the “cultural’ and “affective” turn in historiography in the 1990s. It argues that there are two periods in the development of Oral History. The first period is is chaacterized by a defensive stance of oral historians against their colleagues of traditional historiography in relation to methodology. The second is described as a period of confidence in which oral historians define oral history as an “analytical practice as opposed to a method of recovery” as it was in the past (Abrams, 2010: 6). This paper also discusses the consequences of the fact that digital sources are today accessible to the public along with the digital means to create and disseminate ones’ life-history
The whole book: http://oddelki.ff.uni-lj.si//zgodovin/DANIJELA/DIDAKTIKAZGODOVINE/_private/UNESCO/Oralhistory.pdf
'History and Edutainment', 2015, (36), 2015
‘Edutainment’ for history education is realized in the environment of historical culture (Erdmann... more ‘Edutainment’ for history education is realized in the environment of historical culture (Erdmann, 2008). This paper discusses the cognitive advantages and disadvantages of several informal learning environments, like museums and films, in relation to students’ familiarization with the discipline of history. Do students in these environments realize the provisional nature of historical accounts, or do they consider them as ‘copies’ of the past (Lee, 2005)? The discussion develops in the context of the conversation about divergences and convergences between professional historiography and popular historical culture (Grever 2009, De Groot 2009, Lowenthal 1981 & 1985, and Munslow 2007). This paper suggests that ‘edutainment’ is an asset in history teaching but it ought to be used with caution as several means or practices have intrinsic defects that prevent students from a critical approach to the past.
http://www.wochenschau-verlag.de/history-and-edutainment.html
This paper reports preliminary findings based on an analysis of 151 students’ written questionnai... more This paper reports preliminary findings based on an analysis of 151 students’ written questionnaires. Students, among several other tasks, were called to narrate their country’s (Greece) history. The research took place between March and July 2013 with the consequences of the international economic crisis on the Greek economy and political culture being ubiquitous. The purpose of the study is to locate the constructs with which students internalized the crisis within a framework of Greek history. The crisis was prominent in the answers. The findings indicate that the crisis was experienced by students as a traumatic event (Ankersmit, 2001), but the students did not produce new “cultural potentials” (Rüsen, 2007) to account for it. Instead they seem to have been “haunted” (La Capra, 2001) by their highly “particularistic” national identity (Lorenz, 2001).The political atmosphere, as dominated by the mass media, ought to have played a tremendous role in students’ experience, since mass media and public political culture have been reproducing a war atmosphere since at least 2010. It is suggested that contemporary history, a history having more clear connections with the present, should be explicitly taught in school for the students to “historically contextualize” current affairs (Barton, 2004) as a means for critical historical thinking.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRVolume9AW2010132PP.pdf
Please contact: [email protected], [email protected]
This paper sought to locate references to the Arabs in the Greek History textbooks of the Element... more This paper sought to locate references to the Arabs in the Greek History textbooks of the Elementary and Secondary Education. It was found that the Arabs are spaciously presented in the textbooks of the Byzantine and Medieval History where whole units can be found and also many indirect references. Arabs are also mentioned in the Modern and Contemporary Greek history textbooks in the context of the two World Wars, Colonization and Decolonization but the students do not have the possibility to acquire a coherent narration of the modern Arab countries’ history. Finally the Arabs appear as Semites in the pre-Islam era of their history in the presentation of the prehistoric civilizations of Near East; the latter period constitutes an introduction to Greek prehistory and ancient history.
While Greek students do not learn enough contemporary history, both the curricula and the history textbooks persist reproducing the official national narrative which conceives Greeks as an entity unaltered in time and always on the defensive. The Greek history textbooks without being hostile to other peoples tend to be nation-centric and Eurocentric. It is suggested that a flexible history curriculum, combining chronological and thematic approaches, where contemporary issues would be historicized, would be more appropriate for the students.
http://wff1.ff.uni-lj.si/oddelki/zgodovin/DANIJELA/DIDAKTIKAZGODOVINE/_private/UNESCO/ArabWorld.pdf
EDITED BY DANIJEJA TRSKAN
SLOVENIAN NATIONAL COMMISSION FOR UNESCO
Please contact: [email protected], [email protected]
Please contact: [email protected], [email protected]
Αυτή η εργασία παρουσιάζει τη με... more Please contact: [email protected], [email protected]
Αυτή η εργασία παρουσιάζει τη μετατόπιση που πραγματοποιήθηκε στο χώρο της διδακτικής της ιστορίας από τον όρο «ενσυναίσθηση» στον όρο «πολυπρισματικότητα» και τοποθετεί τη μετατόπιση αυτή σε ιστοριογραφικό, ιστορικό και πολιτικό πλαίσιο.
Στην ιστορία της ιστορικής εκπαίδευσης καταρχάς δόθηκε έμφαση στο να κατανοούν οι μαθητές τις ανθρώπινες πράξεις και στάσεις στο παρελθόν (Lee and Shemilt 2011), ό,τι εμπεριέχει ο όρος «empathy», δηλαδή «ενσυναίσθηση». Όμως πρόσφατα η ιστορική εκπαίδευση δίνει έμφαση στην «ιστορική συνείδηση», δηλαδή στην ανάγκη να χρησιμοποιούν οι μαθητές το παρελθόν, προκειμένου να κατανοήσουν και να επιλύσουν προβλήματα του παρόντος όπως και στο να προγραμματίσουν για το μέλλον (Rüsen, 2005). Το επιχείρημα που προβάλλεται είναι πως η επικράτηση του όρου «πολυπρισματικότητα», όσον αφορά την κατανόηση του παρελθόντος, έναντι του προγενέστερου «ενσυναίσθηση», δηλώνει τη μετατόπιση της έμφασης από την ιστορική εκπαίδευση από το παρελθόν, στο παρόν και το μέλλον.Προτείνεται ότι τα παραπάνω οφείλονται στον πολιτικό κατακερματισμό που ακολούθησε το 1989 καθώς και στις πολλές συγκρουόμενες αφηγήσεις για παρελθόν με τις οποίες έρχονται σε επαφή οι μαθητές σήμερα. Η εργασία κάνει ακόμη μία σύντομη αναδρομή στα αναλυτικά προγράμματα της ιστορίας στην Ελλάδα με ερώτημα το κατά πόσο η «ενσυναίσθηση» και η «πολυπρισματικότητα» αποτελούν στόχους της ιστορικής εκπαίδευσης σήμερα. Μόνο το πρόγραμμα τοπικής ιστορίας του 2011 κάνει χρήση του όρου «πολυφωνία» με παράλληλη χρήση του όρου «multiperspectivity», γεγονός που συνηγορεί για τον ‘εργαλειακό’ ρόλο της ιστορικής εκπαίδευσης στην Ελλάδα: η ιστορία στο ελληνικό σχολείο έχει ακόμη και σήμερα ως στόχο τη διαμόρφωση ενός ομοιογενούς πολιτισμικά πληθυσμού. Στο βωμό της ομοιογένειας θυσιάζεται η επιστήμη της ιστορίας, ενώ όταν κάποιες φορές δηλώνονται προγραμματικά στα αναλυτικά προγράμματα οι σωστοί (από επιστημολογική άποψη) στόχοι, σπάνια οι τελευταίοι υποστηρίζονται από το διαθέσιμο εκπαιδευτικό υλικό.
http://ptde.uoi.gr/ptde_files/epetirida/Vol25_2013.pdf
"This paper discusses two opposing (or completing) research and educational traditions in history education. The first focuses on learning about the past “for its own shake” (Walsh, 1992: 35): it is usually identified with the enquiry about the past and associated with the first professional era of historiography (19th century), while it functions within an alleged distance between past and present. The second tradition gives priority to the people’s and students’ desire to understand the present in the light of the past: it is identified with the modern and post-modern era of historiography that sees the present continuously informing our understanding of the past if not effacing it. It is suggested that today the two traditions meet in the use of the term “multiperspectivity”, a term that entails the localization by students (and history educators) of different angles in the narration of historical events. The paper first presents the turn of historiography in the 1970s, and subsequently of history education, to the history of mentalities and to the past historical consciousness as opposed to the traditional history of great men, in Laville’s words, the transition from “the history of facts to the history of the collective imagination”, (Laville, 2002: 8). In history education the above tendency was equally expressed by the term “New History”. Among other things, “New History” emphasized the need for the students to understand human actions and social practices, (Lee, 2011), in other words to achieve “empathy”. Students needed to reconstruct cultures and belief systems of the past to explain past actions, thus were demanded to function within the alleged distance between past and present. Second, this paper presents the more recent tendencies in history education that focus on historical consciousness. The latter is defined by Rϋsen (2005) as the narrative capacity of the man to create ‘bridges’ between the present, the past and the future, thus using the past to understand the present and get prepared for the future. The paper concludes that a rephrasing of the 1970s term “empathy” has taken place, in the form of “multiperpectivity”. An important cause for this development is the political fragmentalization of the past and the collective memories in the years after 1989 as well as the changes in the students’ cultures of learning (cinema and internet prevailing). Students today need to make sense of a conflicting world full of history battles in the public realm (Nakou and Barca, 2010), and of a variety of historical narrations offered by different authorities and thus to be mentally empowered for the future. Controversies, traumatic/sensitive issues and the use of different sources constitute now the kernel of history education."
'International Journal of History Teaching Learning and Research', vol. 11,1, (Vov. 2012), 2012
This paper first discusses the central role of historical significance in the narrative process o... more This paper first discusses the central role of historical significance in the narrative process of historical consciousness and consequently in history education (Rϋsen, 1993). The paper second presents previous research in students’ perception of historical significance (Seixas, 1997, Cercadillo, 2000 and 2001, Rosenzweig, 2000), as well as significance typologies from previous research (Bradshaw, 2006 and Allsop 2009.)
Finally the paper focuses on twenty-two, 15-years-old, students in Greece, who for the school year 2010-2011 realized a big ‘sweep’ of the ‘long 19th’ and the ‘short 20th’ centuries in their history classes. The students were asked to locate the most historically significant events within the taught time period (from 1789 to 1989) an also in the relatively recent past (from 1989 onwards). The paper reports the findings of this small scale research in Greek students’ perception of historical significance displaying the students’ content choices, the constructs they used to justify their selections, and the role that students’ historical culture played both in the selection of the historical events, and the justifications used for the selection above.
The paper concludes by supporting the teaching at school of contemporary history, covering sectors like everyday life and culture, periods and themes that students may relate to (Barton, 2009 and Von Borries, 2009). Historical concepts and especially historical significance are also a means to facilitate students in the processes of meaning making and narrative constructing. The environment in which students’ historical consciousness develops, meaning their historical culture (Erdmann, 2008) ought also to be taken under consideration.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRNov12.pdf
Please contact: [email protected], [email protected]
‘International Journal of Historical Learning Teaching & Research’, vol. 9 (Autumn-Winter 2010)., 2010
Abstract -This article reports part of the results of a large scale, empirical, study of 971 seco... more Abstract -This article reports part of the results of a large scale, empirical, study of 971 secondary school teachers’ perceptions of the past, the discipline of history and history didactics that was conducted in 2004 by the Institute of Pedagogy (Ministry of Education and Religious Affairs) in Greece. The 80 questions in the questionnaire referred to
teachers’ educational and professional background, their perceptions of the past and history, and their role as teachers of history. This paper discusses only those findings that refer to teachers’ stances towards different historical periods. In contrast to previous research conducted in Greece into teachers’ attitudes towards the past, it was found that the teachers in this study favoured the teaching of modern and contemporary history rather than only the teaching of Greek Antiquity. Taking into consideration the teachers’ overall performance in this survey, as well as in other recent studies, the teachers’ endorsement of recent historical periods could be interpreted as their identification with a familiar past (Lowenthal, 1985, p. 39) that is meant to contribute to their understanding of current reality.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRVolume9AW2010132PP.pdf
Please contact, [email protected], [email protected]
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Books by ELENI APOSTOLIDOU
Papers by ELENI APOSTOLIDOU
https://books.google.gr/books?id=ntPPEAAAQBAJ&pg=PR4&lpg=PR4&dq=%27challwnges%20and%20concerns%20in%2021%20st%20century%20education%27%20cambridge%20scholars%2C%20soulis%2C%20liakopoulou&source=bl&ots=vNtlj_3UUl&sig=ACfU3U3iJcQNM-Dbc1gZ1osPq22i_WgcUA&hl=el&sa=X&ved=2ahUKEwjF-dvHvtCAAxWPgP0HHWnrDD0Q6AF6BAgxEAI&fbclid=IwAR318beBZ3kxChmL38QIWhwwUu21ep5g4gOOHXtuNJww83wnQsWqSItPnhc#v=onepage&q='challwnges%20and%20concerns%20in%2021%20st%20century%20education'%20cambridge%20scholars%2C%20soulis%2C%20liakopoulou&f=false
Η εργασία αυτή με αφορμή την ανάλυση 120 ερωτηματολογίων που απαντήθηκαν από υποψήφιους δασκάλους και φοιτητές Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης στην Ελλάδα την άνοιξη του 2018 υποδεικνύει άλλες χρήσεις αναφορών τόσο σε πολέμους που έλαβε μέρος η Ελλάδα, όσο και σε εθνικές καταστροφές ή κρίσεις, για το μάθημα της ιστορίας στο σχολείο.
Οι φοιτητές που έλαβαν μέρος στην έρευνα κλήθηκαν να υποδείξουν σκοπούς για τη διδασκαλία της ιστορίας γενικά αλλά και σκοπούς για τη διδασκαλία της ιστορίας στους πρόσφυγες και μετανάστες που καταφθάνουν στη χώρα μας από το 2014 και έπειτα. Ακόμη ζητήθηκε από τους φοιτητές να υποδείξουν συγκεκριμένα ιστορικά θέματα που θα μπορούσαν να είναι προσφορότερα όσον αφορά τη συγκεκριμένη αυτή ομάδα μαθητών. Ενδιαφέρον εύρημα της ανάλυσης των ερωτηματολογίων που έγινε με τη χρήση της αναλτυτικής επαγωγής (Strauss and Corbin, 1998) ήταν ότι ειδικά για τα παιδιά των προσφύγων κάποια θέματα ελληνικής ιστορίας αφορώντα σε πολέμους, καταστροφές και κρίσεις θα μπορούσαν να τα βοηθήσουν να αναπτύξουν αισιοδοξία σε σχέση με το μέλλον τους.
Δεδομένου ότι οι ίδιοι φοιτητές στο πρώτο σκέλος της ερώτησης εμφάνισαν στοιχεία ‘παραδοσιακής’ και ‘παραδειγματικής’ ιστορικής συνείδησης (Rüsen, 2005), επαναλαμβάνοντας επίσης ευρήματα παλαιότερων ερευνών όσον αφορά τη χρήση του τραυματικού παρελθόντος (Κόκκινος και Μπήτρου 2002), τα παραπάνω ευρήματα προτείνουν μετατοπίσεις: οι φοιτητές αφίστανται από τις εθνοκεντρικές και ξενοφοβικές θέσεις που φαίνεται να υιοθετούνται στην Ελλάδα σήμερα (Φραγκουδάκη, 2013) και προτείνουν συγκριτικές χρήσεις του τραυματικού παρελθόντος. Τα παραπάνω συμβαδίζουν τόσο με την έρευνα για τη χρήση αμφιλεγόμενων και συγκρουσιακών θεμάτων στη σχολική ιστορία (Mc Cully, 2009) όσο και για τη διδασκαλία των κοινωνικών επιστημών σε παιδιά μεταναστών (Epstein, 2017).
either contribute to interpretations ‘static’ in time or dynamic ones .
https://www.ingentaconnect.com/contentone/ioep/herj/2020/00000017/00000001/art00007
The data analysis was based on previous research in Greece, Portugal and elsewhere, conducted between 1997 and now, relating to teachers’ perceptions of national identity, the ‘other’, the purposes of history teaching (Angvik &Von Borries, 1997, Greek Institute of Pedagogy, 2009, Education policy outlook Portugal, 2014 ), Greek representations of history and citizenship (Kadianaki et al, 2016) and Portuguese perceptions of history as
constructions of identity and citizenship (Freitas, Solé & Tomás, 2002; Solé & Freitas, 2008).
The findings that were produced through a process of analytic induction, could be important in the context of the current refugees’ pressure on Greece, Portugal and on the whole of Europe. Possible strategies in relation to history teaching, based on comparative uses of past and present (the ‘empathy’ pattern of our data) and as regards differences among peoples (the ‘liberal/cognitive’ pattern in our data) or other recent research in teaching social studies to immigrant youth (Epstein, 2017) could be developed and implemented in history teaching.
First presented at the XVIII Congresso Internacional Jornadas da Educação Histórica, Murcia 6-8 de septiembre 2018, https://lapeduh.wordpress.com/2018/03/19/xviii-congresso-internacional-jornadas-da-educacao-historica/
A chapter in in JUAN RAMÓN MORENO VERA & JOSÉ MONTEAGUDO FERNÁNDEZ (eds) Temas Controvertidos en el Aula, Ediciones de la Universidad del Murcia (EDITUM), 2019, pp 129-144.
The whole book:
http://www.ub.edu/histodidactica/index.php?option=com_content&view=article&id=250:temas-controvertidos-en-el-aula-ensenar-historia-en-la-era-de-la-posverdad&catid=31&Itemid=142
https://publicaciones.um.es/publicaciones/public/obras/ficha.seam?numero=2763&edicion=1
The whole book: https://aph.pt/wp-content/uploads/E-BOOK-Manual-Escolar.pdf
http://museumedulab.ece.uth.gr/main/sites/default/files/INTRODUCTION%20p.pdf
The whole book: https://yearbook-ishd.wochenschau-verlag.de/issues.htm?fbclid=IwAR1EnSZ0RiKaJsSDlf-J98ZtbxiYJEBQbB1-hL98ExAvBG7Q-5yomO-x8uo
https://www.ingentaconnect.com/contentone/ioep/herj/2017/00000015/00000001/art00006
This paper reports preliminary findings on how students perceive public monuments based on an analysis of 136 university students’ written questionnaires. Students, were called first to comment on the controversies over Truman’s statue in Athens which has been vandalized by protesters in different time periods. Second, they were asked to choose between three different stances to solve the problem: keep statue in its vandalized condition, restore it to the condition it was when it was donated, replace it with a statue of Lincoln.The study is informed by previous literature in the field of History Education and Historical Consciousness, both empirical (Seixas & Clark, 2004) and theoretical (Rűsen, 2005), also by studies in material culture (Lowenthal 1985) or in processes of monumentalization (Choay, 2001).The question guiding the study is whether students perceive of the monuments as narratives about the past and also recognize their ambivalent and conflictual character. Through the process of analytic induction three patterns were located in students’ answers. One, students saw the monument-statue as a relic of the past itself and not as a deliberate construction with a political meaning. Two, students perceived of Truman and Lincoln as having a unidimensional character, either good or wicked. Three, students recognized the controversies in relation to historical agents and they described them as representing policies and ideologies and in the context of their political role in the past. Finally the majority of the students opted for the replacement of the Truman statue by statue of Lincoln or another figure that would represent more ‘positive’ values or would prevent reactions on the part of the public.The study confirms the recommendations made by history educators that history lessons should focus more on current controversies, and their historization, as a means to understand equally past and present.
Keywords- Monuments, public statues, conflicts, historical consciousness, Cold War.
http://www.history.org.uk/publications/categories/304/resource/9032/the-international-journal-volume-13-number-2
The whole book: http://oddelki.ff.uni-lj.si//zgodovin/DANIJELA/DIDAKTIKAZGODOVINE/_private/UNESCO/Oralhistory.pdf
http://www.wochenschau-verlag.de/history-and-edutainment.html
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRVolume9AW2010132PP.pdf
Please contact: [email protected], [email protected]
While Greek students do not learn enough contemporary history, both the curricula and the history textbooks persist reproducing the official national narrative which conceives Greeks as an entity unaltered in time and always on the defensive. The Greek history textbooks without being hostile to other peoples tend to be nation-centric and Eurocentric. It is suggested that a flexible history curriculum, combining chronological and thematic approaches, where contemporary issues would be historicized, would be more appropriate for the students.
http://wff1.ff.uni-lj.si/oddelki/zgodovin/DANIJELA/DIDAKTIKAZGODOVINE/_private/UNESCO/ArabWorld.pdf
EDITED BY DANIJEJA TRSKAN
SLOVENIAN NATIONAL COMMISSION FOR UNESCO
Please contact: [email protected], [email protected]
Αυτή η εργασία παρουσιάζει τη μετατόπιση που πραγματοποιήθηκε στο χώρο της διδακτικής της ιστορίας από τον όρο «ενσυναίσθηση» στον όρο «πολυπρισματικότητα» και τοποθετεί τη μετατόπιση αυτή σε ιστοριογραφικό, ιστορικό και πολιτικό πλαίσιο.
Στην ιστορία της ιστορικής εκπαίδευσης καταρχάς δόθηκε έμφαση στο να κατανοούν οι μαθητές τις ανθρώπινες πράξεις και στάσεις στο παρελθόν (Lee and Shemilt 2011), ό,τι εμπεριέχει ο όρος «empathy», δηλαδή «ενσυναίσθηση». Όμως πρόσφατα η ιστορική εκπαίδευση δίνει έμφαση στην «ιστορική συνείδηση», δηλαδή στην ανάγκη να χρησιμοποιούν οι μαθητές το παρελθόν, προκειμένου να κατανοήσουν και να επιλύσουν προβλήματα του παρόντος όπως και στο να προγραμματίσουν για το μέλλον (Rüsen, 2005). Το επιχείρημα που προβάλλεται είναι πως η επικράτηση του όρου «πολυπρισματικότητα», όσον αφορά την κατανόηση του παρελθόντος, έναντι του προγενέστερου «ενσυναίσθηση», δηλώνει τη μετατόπιση της έμφασης από την ιστορική εκπαίδευση από το παρελθόν, στο παρόν και το μέλλον.Προτείνεται ότι τα παραπάνω οφείλονται στον πολιτικό κατακερματισμό που ακολούθησε το 1989 καθώς και στις πολλές συγκρουόμενες αφηγήσεις για παρελθόν με τις οποίες έρχονται σε επαφή οι μαθητές σήμερα. Η εργασία κάνει ακόμη μία σύντομη αναδρομή στα αναλυτικά προγράμματα της ιστορίας στην Ελλάδα με ερώτημα το κατά πόσο η «ενσυναίσθηση» και η «πολυπρισματικότητα» αποτελούν στόχους της ιστορικής εκπαίδευσης σήμερα. Μόνο το πρόγραμμα τοπικής ιστορίας του 2011 κάνει χρήση του όρου «πολυφωνία» με παράλληλη χρήση του όρου «multiperspectivity», γεγονός που συνηγορεί για τον ‘εργαλειακό’ ρόλο της ιστορικής εκπαίδευσης στην Ελλάδα: η ιστορία στο ελληνικό σχολείο έχει ακόμη και σήμερα ως στόχο τη διαμόρφωση ενός ομοιογενούς πολιτισμικά πληθυσμού. Στο βωμό της ομοιογένειας θυσιάζεται η επιστήμη της ιστορίας, ενώ όταν κάποιες φορές δηλώνονται προγραμματικά στα αναλυτικά προγράμματα οι σωστοί (από επιστημολογική άποψη) στόχοι, σπάνια οι τελευταίοι υποστηρίζονται από το διαθέσιμο εκπαιδευτικό υλικό.
http://ptde.uoi.gr/ptde_files/epetirida/Vol25_2013.pdf
"This paper discusses two opposing (or completing) research and educational traditions in history education. The first focuses on learning about the past “for its own shake” (Walsh, 1992: 35): it is usually identified with the enquiry about the past and associated with the first professional era of historiography (19th century), while it functions within an alleged distance between past and present. The second tradition gives priority to the people’s and students’ desire to understand the present in the light of the past: it is identified with the modern and post-modern era of historiography that sees the present continuously informing our understanding of the past if not effacing it. It is suggested that today the two traditions meet in the use of the term “multiperspectivity”, a term that entails the localization by students (and history educators) of different angles in the narration of historical events. The paper first presents the turn of historiography in the 1970s, and subsequently of history education, to the history of mentalities and to the past historical consciousness as opposed to the traditional history of great men, in Laville’s words, the transition from “the history of facts to the history of the collective imagination”, (Laville, 2002: 8). In history education the above tendency was equally expressed by the term “New History”. Among other things, “New History” emphasized the need for the students to understand human actions and social practices, (Lee, 2011), in other words to achieve “empathy”. Students needed to reconstruct cultures and belief systems of the past to explain past actions, thus were demanded to function within the alleged distance between past and present. Second, this paper presents the more recent tendencies in history education that focus on historical consciousness. The latter is defined by Rϋsen (2005) as the narrative capacity of the man to create ‘bridges’ between the present, the past and the future, thus using the past to understand the present and get prepared for the future. The paper concludes that a rephrasing of the 1970s term “empathy” has taken place, in the form of “multiperpectivity”. An important cause for this development is the political fragmentalization of the past and the collective memories in the years after 1989 as well as the changes in the students’ cultures of learning (cinema and internet prevailing). Students today need to make sense of a conflicting world full of history battles in the public realm (Nakou and Barca, 2010), and of a variety of historical narrations offered by different authorities and thus to be mentally empowered for the future. Controversies, traumatic/sensitive issues and the use of different sources constitute now the kernel of history education."
Finally the paper focuses on twenty-two, 15-years-old, students in Greece, who for the school year 2010-2011 realized a big ‘sweep’ of the ‘long 19th’ and the ‘short 20th’ centuries in their history classes. The students were asked to locate the most historically significant events within the taught time period (from 1789 to 1989) an also in the relatively recent past (from 1989 onwards). The paper reports the findings of this small scale research in Greek students’ perception of historical significance displaying the students’ content choices, the constructs they used to justify their selections, and the role that students’ historical culture played both in the selection of the historical events, and the justifications used for the selection above.
The paper concludes by supporting the teaching at school of contemporary history, covering sectors like everyday life and culture, periods and themes that students may relate to (Barton, 2009 and Von Borries, 2009). Historical concepts and especially historical significance are also a means to facilitate students in the processes of meaning making and narrative constructing. The environment in which students’ historical consciousness develops, meaning their historical culture (Erdmann, 2008) ought also to be taken under consideration.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRNov12.pdf
Please contact: [email protected], [email protected]
teachers’ educational and professional background, their perceptions of the past and history, and their role as teachers of history. This paper discusses only those findings that refer to teachers’ stances towards different historical periods. In contrast to previous research conducted in Greece into teachers’ attitudes towards the past, it was found that the teachers in this study favoured the teaching of modern and contemporary history rather than only the teaching of Greek Antiquity. Taking into consideration the teachers’ overall performance in this survey, as well as in other recent studies, the teachers’ endorsement of recent historical periods could be interpreted as their identification with a familiar past (Lowenthal, 1985, p. 39) that is meant to contribute to their understanding of current reality.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRVolume9AW2010132PP.pdf
Please contact, [email protected], [email protected]
https://books.google.gr/books?id=ntPPEAAAQBAJ&pg=PR4&lpg=PR4&dq=%27challwnges%20and%20concerns%20in%2021%20st%20century%20education%27%20cambridge%20scholars%2C%20soulis%2C%20liakopoulou&source=bl&ots=vNtlj_3UUl&sig=ACfU3U3iJcQNM-Dbc1gZ1osPq22i_WgcUA&hl=el&sa=X&ved=2ahUKEwjF-dvHvtCAAxWPgP0HHWnrDD0Q6AF6BAgxEAI&fbclid=IwAR318beBZ3kxChmL38QIWhwwUu21ep5g4gOOHXtuNJww83wnQsWqSItPnhc#v=onepage&q='challwnges%20and%20concerns%20in%2021%20st%20century%20education'%20cambridge%20scholars%2C%20soulis%2C%20liakopoulou&f=false
Η εργασία αυτή με αφορμή την ανάλυση 120 ερωτηματολογίων που απαντήθηκαν από υποψήφιους δασκάλους και φοιτητές Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης στην Ελλάδα την άνοιξη του 2018 υποδεικνύει άλλες χρήσεις αναφορών τόσο σε πολέμους που έλαβε μέρος η Ελλάδα, όσο και σε εθνικές καταστροφές ή κρίσεις, για το μάθημα της ιστορίας στο σχολείο.
Οι φοιτητές που έλαβαν μέρος στην έρευνα κλήθηκαν να υποδείξουν σκοπούς για τη διδασκαλία της ιστορίας γενικά αλλά και σκοπούς για τη διδασκαλία της ιστορίας στους πρόσφυγες και μετανάστες που καταφθάνουν στη χώρα μας από το 2014 και έπειτα. Ακόμη ζητήθηκε από τους φοιτητές να υποδείξουν συγκεκριμένα ιστορικά θέματα που θα μπορούσαν να είναι προσφορότερα όσον αφορά τη συγκεκριμένη αυτή ομάδα μαθητών. Ενδιαφέρον εύρημα της ανάλυσης των ερωτηματολογίων που έγινε με τη χρήση της αναλτυτικής επαγωγής (Strauss and Corbin, 1998) ήταν ότι ειδικά για τα παιδιά των προσφύγων κάποια θέματα ελληνικής ιστορίας αφορώντα σε πολέμους, καταστροφές και κρίσεις θα μπορούσαν να τα βοηθήσουν να αναπτύξουν αισιοδοξία σε σχέση με το μέλλον τους.
Δεδομένου ότι οι ίδιοι φοιτητές στο πρώτο σκέλος της ερώτησης εμφάνισαν στοιχεία ‘παραδοσιακής’ και ‘παραδειγματικής’ ιστορικής συνείδησης (Rüsen, 2005), επαναλαμβάνοντας επίσης ευρήματα παλαιότερων ερευνών όσον αφορά τη χρήση του τραυματικού παρελθόντος (Κόκκινος και Μπήτρου 2002), τα παραπάνω ευρήματα προτείνουν μετατοπίσεις: οι φοιτητές αφίστανται από τις εθνοκεντρικές και ξενοφοβικές θέσεις που φαίνεται να υιοθετούνται στην Ελλάδα σήμερα (Φραγκουδάκη, 2013) και προτείνουν συγκριτικές χρήσεις του τραυματικού παρελθόντος. Τα παραπάνω συμβαδίζουν τόσο με την έρευνα για τη χρήση αμφιλεγόμενων και συγκρουσιακών θεμάτων στη σχολική ιστορία (Mc Cully, 2009) όσο και για τη διδασκαλία των κοινωνικών επιστημών σε παιδιά μεταναστών (Epstein, 2017).
either contribute to interpretations ‘static’ in time or dynamic ones .
https://www.ingentaconnect.com/contentone/ioep/herj/2020/00000017/00000001/art00007
The data analysis was based on previous research in Greece, Portugal and elsewhere, conducted between 1997 and now, relating to teachers’ perceptions of national identity, the ‘other’, the purposes of history teaching (Angvik &Von Borries, 1997, Greek Institute of Pedagogy, 2009, Education policy outlook Portugal, 2014 ), Greek representations of history and citizenship (Kadianaki et al, 2016) and Portuguese perceptions of history as
constructions of identity and citizenship (Freitas, Solé & Tomás, 2002; Solé & Freitas, 2008).
The findings that were produced through a process of analytic induction, could be important in the context of the current refugees’ pressure on Greece, Portugal and on the whole of Europe. Possible strategies in relation to history teaching, based on comparative uses of past and present (the ‘empathy’ pattern of our data) and as regards differences among peoples (the ‘liberal/cognitive’ pattern in our data) or other recent research in teaching social studies to immigrant youth (Epstein, 2017) could be developed and implemented in history teaching.
First presented at the XVIII Congresso Internacional Jornadas da Educação Histórica, Murcia 6-8 de septiembre 2018, https://lapeduh.wordpress.com/2018/03/19/xviii-congresso-internacional-jornadas-da-educacao-historica/
A chapter in in JUAN RAMÓN MORENO VERA & JOSÉ MONTEAGUDO FERNÁNDEZ (eds) Temas Controvertidos en el Aula, Ediciones de la Universidad del Murcia (EDITUM), 2019, pp 129-144.
The whole book:
http://www.ub.edu/histodidactica/index.php?option=com_content&view=article&id=250:temas-controvertidos-en-el-aula-ensenar-historia-en-la-era-de-la-posverdad&catid=31&Itemid=142
https://publicaciones.um.es/publicaciones/public/obras/ficha.seam?numero=2763&edicion=1
The whole book: https://aph.pt/wp-content/uploads/E-BOOK-Manual-Escolar.pdf
http://museumedulab.ece.uth.gr/main/sites/default/files/INTRODUCTION%20p.pdf
The whole book: https://yearbook-ishd.wochenschau-verlag.de/issues.htm?fbclid=IwAR1EnSZ0RiKaJsSDlf-J98ZtbxiYJEBQbB1-hL98ExAvBG7Q-5yomO-x8uo
https://www.ingentaconnect.com/contentone/ioep/herj/2017/00000015/00000001/art00006
This paper reports preliminary findings on how students perceive public monuments based on an analysis of 136 university students’ written questionnaires. Students, were called first to comment on the controversies over Truman’s statue in Athens which has been vandalized by protesters in different time periods. Second, they were asked to choose between three different stances to solve the problem: keep statue in its vandalized condition, restore it to the condition it was when it was donated, replace it with a statue of Lincoln.The study is informed by previous literature in the field of History Education and Historical Consciousness, both empirical (Seixas & Clark, 2004) and theoretical (Rűsen, 2005), also by studies in material culture (Lowenthal 1985) or in processes of monumentalization (Choay, 2001).The question guiding the study is whether students perceive of the monuments as narratives about the past and also recognize their ambivalent and conflictual character. Through the process of analytic induction three patterns were located in students’ answers. One, students saw the monument-statue as a relic of the past itself and not as a deliberate construction with a political meaning. Two, students perceived of Truman and Lincoln as having a unidimensional character, either good or wicked. Three, students recognized the controversies in relation to historical agents and they described them as representing policies and ideologies and in the context of their political role in the past. Finally the majority of the students opted for the replacement of the Truman statue by statue of Lincoln or another figure that would represent more ‘positive’ values or would prevent reactions on the part of the public.The study confirms the recommendations made by history educators that history lessons should focus more on current controversies, and their historization, as a means to understand equally past and present.
Keywords- Monuments, public statues, conflicts, historical consciousness, Cold War.
http://www.history.org.uk/publications/categories/304/resource/9032/the-international-journal-volume-13-number-2
The whole book: http://oddelki.ff.uni-lj.si//zgodovin/DANIJELA/DIDAKTIKAZGODOVINE/_private/UNESCO/Oralhistory.pdf
http://www.wochenschau-verlag.de/history-and-edutainment.html
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRVolume9AW2010132PP.pdf
Please contact: [email protected], [email protected]
While Greek students do not learn enough contemporary history, both the curricula and the history textbooks persist reproducing the official national narrative which conceives Greeks as an entity unaltered in time and always on the defensive. The Greek history textbooks without being hostile to other peoples tend to be nation-centric and Eurocentric. It is suggested that a flexible history curriculum, combining chronological and thematic approaches, where contemporary issues would be historicized, would be more appropriate for the students.
http://wff1.ff.uni-lj.si/oddelki/zgodovin/DANIJELA/DIDAKTIKAZGODOVINE/_private/UNESCO/ArabWorld.pdf
EDITED BY DANIJEJA TRSKAN
SLOVENIAN NATIONAL COMMISSION FOR UNESCO
Please contact: [email protected], [email protected]
Αυτή η εργασία παρουσιάζει τη μετατόπιση που πραγματοποιήθηκε στο χώρο της διδακτικής της ιστορίας από τον όρο «ενσυναίσθηση» στον όρο «πολυπρισματικότητα» και τοποθετεί τη μετατόπιση αυτή σε ιστοριογραφικό, ιστορικό και πολιτικό πλαίσιο.
Στην ιστορία της ιστορικής εκπαίδευσης καταρχάς δόθηκε έμφαση στο να κατανοούν οι μαθητές τις ανθρώπινες πράξεις και στάσεις στο παρελθόν (Lee and Shemilt 2011), ό,τι εμπεριέχει ο όρος «empathy», δηλαδή «ενσυναίσθηση». Όμως πρόσφατα η ιστορική εκπαίδευση δίνει έμφαση στην «ιστορική συνείδηση», δηλαδή στην ανάγκη να χρησιμοποιούν οι μαθητές το παρελθόν, προκειμένου να κατανοήσουν και να επιλύσουν προβλήματα του παρόντος όπως και στο να προγραμματίσουν για το μέλλον (Rüsen, 2005). Το επιχείρημα που προβάλλεται είναι πως η επικράτηση του όρου «πολυπρισματικότητα», όσον αφορά την κατανόηση του παρελθόντος, έναντι του προγενέστερου «ενσυναίσθηση», δηλώνει τη μετατόπιση της έμφασης από την ιστορική εκπαίδευση από το παρελθόν, στο παρόν και το μέλλον.Προτείνεται ότι τα παραπάνω οφείλονται στον πολιτικό κατακερματισμό που ακολούθησε το 1989 καθώς και στις πολλές συγκρουόμενες αφηγήσεις για παρελθόν με τις οποίες έρχονται σε επαφή οι μαθητές σήμερα. Η εργασία κάνει ακόμη μία σύντομη αναδρομή στα αναλυτικά προγράμματα της ιστορίας στην Ελλάδα με ερώτημα το κατά πόσο η «ενσυναίσθηση» και η «πολυπρισματικότητα» αποτελούν στόχους της ιστορικής εκπαίδευσης σήμερα. Μόνο το πρόγραμμα τοπικής ιστορίας του 2011 κάνει χρήση του όρου «πολυφωνία» με παράλληλη χρήση του όρου «multiperspectivity», γεγονός που συνηγορεί για τον ‘εργαλειακό’ ρόλο της ιστορικής εκπαίδευσης στην Ελλάδα: η ιστορία στο ελληνικό σχολείο έχει ακόμη και σήμερα ως στόχο τη διαμόρφωση ενός ομοιογενούς πολιτισμικά πληθυσμού. Στο βωμό της ομοιογένειας θυσιάζεται η επιστήμη της ιστορίας, ενώ όταν κάποιες φορές δηλώνονται προγραμματικά στα αναλυτικά προγράμματα οι σωστοί (από επιστημολογική άποψη) στόχοι, σπάνια οι τελευταίοι υποστηρίζονται από το διαθέσιμο εκπαιδευτικό υλικό.
http://ptde.uoi.gr/ptde_files/epetirida/Vol25_2013.pdf
"This paper discusses two opposing (or completing) research and educational traditions in history education. The first focuses on learning about the past “for its own shake” (Walsh, 1992: 35): it is usually identified with the enquiry about the past and associated with the first professional era of historiography (19th century), while it functions within an alleged distance between past and present. The second tradition gives priority to the people’s and students’ desire to understand the present in the light of the past: it is identified with the modern and post-modern era of historiography that sees the present continuously informing our understanding of the past if not effacing it. It is suggested that today the two traditions meet in the use of the term “multiperspectivity”, a term that entails the localization by students (and history educators) of different angles in the narration of historical events. The paper first presents the turn of historiography in the 1970s, and subsequently of history education, to the history of mentalities and to the past historical consciousness as opposed to the traditional history of great men, in Laville’s words, the transition from “the history of facts to the history of the collective imagination”, (Laville, 2002: 8). In history education the above tendency was equally expressed by the term “New History”. Among other things, “New History” emphasized the need for the students to understand human actions and social practices, (Lee, 2011), in other words to achieve “empathy”. Students needed to reconstruct cultures and belief systems of the past to explain past actions, thus were demanded to function within the alleged distance between past and present. Second, this paper presents the more recent tendencies in history education that focus on historical consciousness. The latter is defined by Rϋsen (2005) as the narrative capacity of the man to create ‘bridges’ between the present, the past and the future, thus using the past to understand the present and get prepared for the future. The paper concludes that a rephrasing of the 1970s term “empathy” has taken place, in the form of “multiperpectivity”. An important cause for this development is the political fragmentalization of the past and the collective memories in the years after 1989 as well as the changes in the students’ cultures of learning (cinema and internet prevailing). Students today need to make sense of a conflicting world full of history battles in the public realm (Nakou and Barca, 2010), and of a variety of historical narrations offered by different authorities and thus to be mentally empowered for the future. Controversies, traumatic/sensitive issues and the use of different sources constitute now the kernel of history education."
Finally the paper focuses on twenty-two, 15-years-old, students in Greece, who for the school year 2010-2011 realized a big ‘sweep’ of the ‘long 19th’ and the ‘short 20th’ centuries in their history classes. The students were asked to locate the most historically significant events within the taught time period (from 1789 to 1989) an also in the relatively recent past (from 1989 onwards). The paper reports the findings of this small scale research in Greek students’ perception of historical significance displaying the students’ content choices, the constructs they used to justify their selections, and the role that students’ historical culture played both in the selection of the historical events, and the justifications used for the selection above.
The paper concludes by supporting the teaching at school of contemporary history, covering sectors like everyday life and culture, periods and themes that students may relate to (Barton, 2009 and Von Borries, 2009). Historical concepts and especially historical significance are also a means to facilitate students in the processes of meaning making and narrative constructing. The environment in which students’ historical consciousness develops, meaning their historical culture (Erdmann, 2008) ought also to be taken under consideration.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRNov12.pdf
Please contact: [email protected], [email protected]
teachers’ educational and professional background, their perceptions of the past and history, and their role as teachers of history. This paper discusses only those findings that refer to teachers’ stances towards different historical periods. In contrast to previous research conducted in Greece into teachers’ attitudes towards the past, it was found that the teachers in this study favoured the teaching of modern and contemporary history rather than only the teaching of Greek Antiquity. Taking into consideration the teachers’ overall performance in this survey, as well as in other recent studies, the teachers’ endorsement of recent historical periods could be interpreted as their identification with a familiar past (Lowenthal, 1985, p. 39) that is meant to contribute to their understanding of current reality.
http://www.cumbria.ac.uk/Public/ResearchOffice/Documents/Journals/IJHLTRVolume9AW2010132PP.pdf
Please contact, [email protected], [email protected]
Please contact: [email protected], [email protected]
-Ποια θα ήταν τα χαρακτηριστικά μιας ακαδημαικής, ιστοριογραφικής προσέγγισης του 1821 στο σχολείο; (Chapman and Hale, 2017, Iggers, 2015).
-Ποια είναι η προσέγγιση της σχολικής ιστορίας; (Apostolidou, 2021, Μπουζάκης και Κανταρτζή, 2019)
-Ποιες είναι οι προσεγγίσεις στο δημόσιο χώρο; (Carretero, 2011, Κουλούρη, 2021),
-Τέλος, υπάρχουν πλεονεκτήματα όσον αφορά τη χρήση της δημόσιας ιστορίας από το σχολείο; (Σαμπατακάκη, κ.ά, 2021).
Η παραπάνω συζήτηση θα τροφοδοτηθεί επίσης από αναφορές σε εμπειρικές εκπαιδευτικές έρευνες, τόσο όσον αφορά μάχιμους εκπαιδευτικούς (Γκόλια, 2006, Τσιακτσίρας 2018), όσο και φοιτητές/μελλοντικούς εκπαιδευτικούς (Apostolidou, 2016 και 2021) για ζητήματα μνήμης, εορτασμών και διδασκαλίας της ‘εθνικής’ ιστορίας (Cavoura, 2000, Λούτα, 2021, Στάμος, 2020). http://dide.art.sch.gr/synedrio/images/vol2.pdf, http://dide.art.sch.gr/synedrio/, τίτλος συνεδρίου: Η Διαχείριση του Πολιτισμού ως Απόθεμα Παιδείας και Ανάπτυξης στη Σύγχρονη Κοινωνία, 3-5 Δεκεμβρίου 2021
DOI: dx.doi.org/10.1515/phw-2019-14032
στο παρελθόν ότι ο δημόσιος χώρος και οι διαμάχες γύρω από αυτόν είναι ο καλύτερος τρόπος για να γίνουν αντιληπτές οι μετατοπίσεις στην ιστορική συνείδηση.
[2]
https://public-history-weekly.degruyter.com/5-2017-29/moral-and-cognitive-dilemmas-in-history-education/
από το αναλυτικό πρόγραμμα σπουδών των αρχαίων ελληνικών του σχολείου.
https://public-history-weekly.degruyter.com/5-2017-12/controversial-issues/
IN ENGLISH:
https://public-history-weekly.degruyter.com/4-2016-31/the-lure-of-public-history-intimate-and-public/
Παρακαλώ συμπληρώστε την παρακάτω σύντομη φόρμα αφού πρώτα διαβάσετε το ανηρτημένο κείμενο
https://docs.google.com/forms/d/e/1FAIpQLScNP89oGlVYwl7qIywdPOX6it4OOwaBgwtP-iYZb8yL8TvUww/viewform?vc=0&c=0&w=1&flr=0 και γραφτείτε στο
fb των αποφοίτων
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Έναρξη Μαθημάτων για 'Ιστορία Νεοελληνικής Εκπαίδευσης' στις 5 Οκτωβρίου 2021 και για 'Σχολείο και Δημόσια Ιστορία, Διδακτικές Προσεγγίσεις' στις 6 Οκτωβρίου 2021.
Παρακαλώ, ακολουθήστε τις οδηγίες του πανεπιστημίου για τήρηση μέτρων υγιεινής, απαραίτητα η χρήση μάσκας και εγγράφων για εμβολιασμό ή rapit test, ή για πιστοποίηση νόσησης παράλληλα με ταυτότητα τα οποία θα πρέπει να επιδεικνύονται κατά την είσοδό σας στην αίθουσα διδασκαλίας. Θα τα πούμε από κοντά, φιλικά, Ελένη Αποστολίδου
https://drive.google.com/file/d/11Hcmd9gtaavuXfJ_LfYcXhizEapHyatE/view?usp=sharing
https://drive.google.com/file/d/1_9VdV22iMbSxxiITHizxnuVTHQ0iYyTB/view?usp=sharing
http://irahsse.org/wp-content/uploads/2017/09/Athens-2019-Call-Appel.pdf
https://www.eap.gr/el/programmata-spoudwn/446-%CE%B4%CE%B7%CE%BC%CF%8C%CF%83%CE%B9%CE%B1-%CE%B9%CF%83%CF%84%CE%BF%CF%81%CE%AF%CE%B1/5428-%CE%B4%CE%B7%CE%BC%CF%8C%CF%83%CE%B9%CE%B1-%CE%B9%CF%83%CF%84%CE%BF%CF%81%CE%AF%CE%B1
Cette revue est publiée par l’Association Internationale de Recherche en Didactique de l’Histoire et des Sciences Sociales (AIRDHSS)
http://www.pacinieditore.it/irahsse-airdhss/
The Delegate, Student and Greek Strand fees are [as of December 2017]:
Full Delegate £300
Student Delegate £150
Greek Strand Delegate £110
The Full Delegate and Student Delegate fees include:
- Friday 31st August to Sunday 2nd September 2018: Attendance at all sessions, the conference reception and the conference dinner.
The Greek Strand fee: Saturday, 1st. September
The Greek Strand is for Greek speakers from Greece and other countries. The strand's sessions will be in Greek. Its delegates can also attend other Saturday sessions.
The Greek Strand delegate fee includes lunch and refreshments for 1st. September but not the conference dinner. Greek Strand delegates and others wishing to attend the dinner, please contact the conference organisers at [email protected] by Monday, 26th August.
Οι σύνεδροι του ελληνικού προγράμματος που δεν έχουν επίσημη οικονομική υποστήριξη μπορούν να κάνουν αίτηση για έκπτωση. Εάν επιθυμείτε έκπτωση παρακαλώ γράψτε σχετικά στο [email protected] και θα επικοινωνήσουμε μαζί σας