At a crossroad between memory and thinking: The case of primary history education in the Greek Cypriot educational system

Education 3-13

Volumn 38, Issue 3, 2010, Pages 315-328

  Perikleous, Lukas ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Curriculum; Disciplinary understanding; Educational reform; Greek Cypriot primary education; Historical thinking; History education; Second order understanding; Teachers' training; Textbooks

Indexed keywords

EID: 79958029184     PISSN: 03004279     EISSN: 14757575     Source Type: Journal    
DOI: 10.1080/03004279.2010.497281     Document Type: Article

References (44)

1. Ashby, R., and P. Lee. 1987. Children's concepts of empathy and understanding in history. In The history curriculum for teachers, ed. C. Portal, 62-88. London: The Falmer Press.
2. Association for Historical Dialogue and Research. 2009. Proposal by the Association for Historical Dialogue and Research on the reform of history education. http://www.hisdialresearch.org/news/AHDR_%20REFORM_PROPOSAL_ENGLISH.pdf.
3. Barca, I. 2005. Till new facts are discovered: Students' ideas about objectivity in history. In International review of history education, vol. 4: Understanding history: Recent research in history education, ed.R. Ashby, P. Gordon, and P.J. Lee, 68-82. London:Routledge Falmer.
4. Cercadillo, L. 2001. Significance in history: Students' ideas in England and Spain. In International review of history education, vol. 3: Raising standards in history education, ed. A. Dickinson, P. Gordon, and P.J. Lee, 116-45. London: Woburn Press.
5. Chapman, A.J. 2009. Towards an interpretations heuristic: A case study exploration of 16-19 year old students' ideas about explaining variations in historical accounts. EdD thesis, Institute of Education, University of London.
6. Christou, M. 2007. The language of patriotism: Sacred history and dangerous memories. British Journal of Sociology of Education 28, no. 6: 709-22.
7. Davis, O.J., S. Foster, and E. Yeager, eds. 2001. Historical empathy and perspective taking in social studies. Boulder: Rowman and Littlefield.
8. Dickinson, A.K., and P.J. Lee. 1978. Understanding and research. In History teaching and historical understanding, ed. A.K. Dickinson and P.J. Lee, 94-119. Heinman Educational Books.
9. Dickinson, A.K., and P.J. Lee. 1984. Making sense of history. In Learning history, ed. A.K. Dickinson, P.J. Lee, and P.J. Rogers, 117-53. Heinman Educational Books.
10. Foster, J. 1998. Politics, parallels and perennial curriculum questions: The battle over school history in England and the United States. Curriculum Journal 9: 153-64.
11. Foster, S.J. 2006. Whose history? Portrayal of immigrant groups in US history textbooks, 1800-present. In What shall we tell the children? International perspectives on school history textbook, ed. Stuart J. Foster and Keith A. Crawford, 155-78. Greenwich, CT: Information Age Publishing.
12. Foster, S.J., and K.A. Crawford. 2006. The critical importance of history textbook research. In What shall we tell the children? International perspectives on school history textbook, ed. S.J. Foster and K.A. Crawford, 1-24. Greenwich, CT: Information Age Publishing.
13. Georgiou, M. 2007. History teaching, nationalism and ethnic identity: A study on the two communities in Cyprus. MA diss., Institute of Education, University of London.
14. Germanou, V.N. 2007. Teaching and learning history in Cyprus secondary educational level: What are students' perceptions of history and history teaching?MEd diss., University ofHull.
15. Hadjiyanni, M. 2008. Contesting the past, constructing the future: A comparative study of the Cyprus conflict in secondary history education. VDM Verlag Dr Muller.
16. Hodge, B., and G.L. Lewis. 1966. Cyprus school history textbooks: A study in education of international misunderstanding. Sussex: Education Advisory.
17. Hsaio, Y. 2005. Taiwanese students' understanding of differences in history textbooks accounts. In International review of history education, vol. 4: Understanding history: Recent research in history education, ed. R. Ashby, P. Gordon, and P.J. Lee, 54-67. London: Routledge Falmer.
18. Karayianni, E. 2005. What, and how, national identity is promoted by Greek Cypriot history textbooks? A case study of three history textbooks. MA diss., Institute of Education, University of London.
19. Klerides, L.E. 2008. The discursive (re)construction of national identity in Cyprus and England with special reference to history textbooks: A comparative study. PhD thesis, Institute of Education, University of London.
20. Lee, P. 1996. Teaching approaches. Unpublished materials, Institute of Education, University of London.
21. Lee, P.J. 2004. Historical literacy: Theory and research. International Journal of Historical Learning Teaching and Research 5: 25-40.
22. Lee, P. 2006. Understanding history. In Theorizing historical consciousness, ed. P. Seixas, 129-64. Toronto, Buffalo, London: University of Toronto Press.
23. Lee, P., and R. Ashby. 2000. Progression in historical understanding among students ages 7-14. In Knowing, teaching and learning history, ed. P. Seixas, P. Stearns, and S. Wineburg, 223-45. New York: New York University Press.
24. Lee, P., and R. Ashby. 2001. Empathy, perspective taking, and rational understanding. In Historical empathy and perspective taking in social studies, ed. O.L. Davis Jr., S. Foster, and E. Yeager, 21-50. Boulder: Rowman and Littlefield.
25. Lee, P., A. Dickinson, and R. Ashby. 1997. 'Just another emperor': Understanding action in the past. International Journal of Educational Research 27, no. 3: 233-44.
26. Lee, P., A. Dickinson, and R. Ashby. 2001. Children's ideas about historical explanation. In International review of history education, vol.3: Raising standards in history education, ed. A. Dickinson, P. Gordon, and P.J. Lee, 97-115. London: Woburn Press.
27. Makriyianni, C. 2006. History, museums and national identity in a divided country: Children's experience of museum education in Cyprus. PhD thesis, University of Cambridge.
28. Makriyianni, C., C. Psaltis, and D. Latif. Forthcoming. History teaching in Cyprus. In History Education in EU-Europa, ed. E. Erdmann and W. Hasberg. Braunschweig: Georg-Eckert-Institut.
29. Maratheftis, M., and M. Ioannidou-Koutselini. 2000. I leitourgia kai ta programmata tis Paidagogikis Akadimias Kyprou (1959-1993) [The operation and the programmes of Cyprus Pedagogical Academy (1959-1993)]. Nicosia: Cyprus Pedagogical Academy.
30. Ministry of Education and Culture of Cyprus. 1996. Analitika programmata dimotikis ekpai-deusis [Curricula for Primary Education]. Nicosia: Ministry of Education and Culture.
31. Ministry of Education and Culture of Cyprus. 2010. Programma spoudon Istorias [Programmes of study for history]. Nicosia: Pedagogical Institute.
32. Papadakis, Y. 2008. History education in divided Cyprus: A comparison of Greek Cypriot and Turkish Cypriot schoolbooks on the 'history of Cyprus'. Nicosia: PRIO, Cyprus Centre.
33. Perikleous, L. 2008. Ethniki tautotita kai to mathima tis Istorias: Oi ideologikes sigkrousis giro apo to rolo tis didaskalias tis Istorias sti diamorfosi ethnikis tautotitas [National identity and history education: The ideological conflicts regarding the role of history teaching in the formation of national identity]. Paper presented at the 10th Conference of the Pancyprian Pedagogical Society, June 6-7, in Nicosia, Cyprus.
34. Perikleous, L. 2010. Historical empathy: Understanding the strange people in the past. In Taking the perspective of the other: Intercultural dialogue, teaching and learning history, Euroclio Bulletin 28, ed. D. Smart, 19-24. Nicosia: EUROCLIO.
35. Philippou, S. 2004. The European dimension in education and pupils' identity: A study of the impact of a primary school curricular intervention in Cyprus. PhD thesis, University of Cambridge.
36. Procopiou, M. 2000. The European perspective of history teaching in the school curriculum of the European education systems: A case study on Cyprus. MA diss., Institute of Education, University of London.
37. Seixas, P. 2000. Schweigen! die Kinder! or, Does postmodern history have a place in the schools? In Knowing, teaching and learning history, ed. P. Seixas, P. Stearns, and S. Wineburg, 19-37. New York: New York University Press.
38. Shemilt, D. 1980. History 13-16 evaluation study. Edinburgh: Holmes McDougall.
39. Shemilt, D. 2000. The caliph's coin: The currency of narrative frameworks in history teaching. In Knowing, teaching and learning history, ed. P. Seixas, P. Stearns, and S. Wineburg, 83-101. New York: New York University Press.
40. Skouros, T. 1999. I kataktisi ton istorikon afigimatikon ennoin apo Ellinokiprious mathites tis ektis dimotikou (11-12) [Acquisition of narrative historical concepts by Year 6 Greek Cypriot students (11-12)]. Pedagogical Review 29: 147-67.
41. Smith, A.D. 1991. National identity. Reno: University of Nevada Press
42. Stradling, R. 2003. Multiperspectivity in history teaching: A guide for teachers. Council of Europe. http://tandis.odihr.pl/documents/hre-compendium/CD%20SEC%202%20ENV/PARTNERS%20RESOURCES/CoE%20Multiperspectivity%20in%20history%20teaching%20ENG.pdf.
43. Strati, E. 2008. Young Greek Cypriots' and Turkish Cypriots' perceptions of national identity and the role of 'Cypriotness' for the peaceful co-existence of the two communities in Cyprus. MA diss., Institute of Education, University of London.
44. Wineburg, S. 2001. Historical thinking and other unnatural acts. Philadelphia: Temple University Press.