Although it has been argued that cultural diversity has been a constant feature by European states, many national educational systems, Greek included, endorse monocultural ideologies and cultural supremacism to promote rigid and predetermined national identities. School curricula reject an approach based on cultural relativism and can be determined at institutional, local, state or even continental level. Consequently, minority culture and History remain out of education owing to monolithic History education.
A metaphoric use of ‘border crossings’ often characterise intercultural educational needs. The direction of travel is usually away from the hegemonic group which is assumed not to be embedded or shaped by ‘culture’ in the same way as the ‘other’. The potential radical¬ism of postmodernism, especially with regard to what Giroux calls‘border pedagogy’ not only recognises but actively promotes the recognition of ‘other histories’.
Therefore, this paper argues that the scrutiny of History education in Greece regarding cultural diversity can lead to a line of particular reflections and concerns focused on the insufficiency of History curricula and textbooks, while innovations in education involve a change of perceptions and practices at both teacher and organisational levels to promote an intercultural dimension generally in education and more concretely in History teaching.
|Keywords:||History Education, Interculturality, Giroux, Border Pedagogy, Cultural Diversity, Multiculturalism, Greece|
Researcher, Policy and Society, Institute of Education, University of London, Athens, London, UK
Teacher, Primary education - Ministry of Education, University of Thessaloniki, Athens, Thessaloniki, Greece
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