- I am historian, professor of History and History Education at Aristotle University of Thessaloniki. I graduated from ... moreI 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)edit
This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a... more
This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films. Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book’s cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.
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Building on previous research concerning the archaeological narratives of Greek history textbooks, this study investigates the impact of these studies on schoolchildren's historical ideas. In the context of these narratives, the... more
Building on previous research concerning the archaeological narratives of Greek history textbooks, this study investigates the impact of these studies on schoolchildren's historical ideas. In the context of these narratives, the article addresses two significant landmarks of Greek antiquity, namely the Mycenaean civilization and the Acropolis of Athens. It is a small scale sample survey that draws its data from a set of 120 twelve-year-old individuals who were asked to complete the survey at the beginning and end of the first year of secondary school. The results relativize the implicit or explicit assumption that history textbooks have a decisive influence on or even shape students' historical ideas and interpretations. Rather, history textbooks primarily facilitate the acquisition of specific information.
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Building on previous research concerning the archaeological narratives of Greek history textbooks, this study investigates the impact of these studies on schoolchildren's historical ideas. In the context of these narratives, the article... more
Building on previous research concerning the archaeological narratives of Greek history textbooks, this study investigates the impact of these studies on schoolchildren's historical ideas. In the context of these narratives, the article addresses two significant landmarks of Greek antiquity, namely the Mycenaean civilization and the Acropolis of Athens. It is a small scale sample survey that draws its data from a set of 120 twelve-year-old individuals who were asked to complete the survey at the beginning and end of the first year of secondary school. The results relativize the implicit or explicit assumption that history textbooks have a decisive influence on or even shape students' historical ideas and interpretations. Rather, history textbooks primarily facilitate the acquisition of specific information.
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Σκοπός αυτού του κειμένου είναι να παρουσιάσει τις σύγχρονες εξελίξεις που αφορούν την ιστορική εκπαίδευση διεθνώς. Ιδιαίτερα ενδιαφέρεται να φωτίσει τη μετάβαση από την ιστορική εκπαίδευση στην κριτική ιστορική εκπαίδευση, να αναδείξει... more
Σκοπός αυτού του κειμένου είναι να παρουσιάσει τις σύγχρονες εξελίξεις που αφορούν την ιστορική εκπαίδευση διεθνώς. Ιδιαίτερα ενδιαφέρεται να φωτίσει τη μετάβαση από την ιστορική εκπαίδευση στην κριτική ιστορική εκπαίδευση, να αναδείξει τα νέα ερωτήματα που κατευθύνουν τη σχετική, θεωρητική και εμπειρική, έρευνα αλλά και τις σχετικές εκπαιδευτικές πρακτικές. Η μετάβαση αυτή συναρτάται με κορυφαία θεωρητικά ρεύματα της εποχής μας όπως είναι οι κριτικές θεωρίες, η κριτική παιδαγωγική, οι σπουδές για την ταυτότητα, οι σπουδές φύλου και φυλής, οι θεωρίες της διαθεματικότητας, οι σπουδές για τις υποκειμενικότητες και οι θεωρίες της αντίστασης.
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The silence for women and the concealment of their contribution to historical development is a constituent element of the gender dimension of school history. It constitutes another aspect of sexism in education, with serious consequences... more
The silence for women and the concealment of their contribution to historical development is a constituent element of the gender dimension of school history. It constitutes another aspect of sexism in education, with serious consequences for the formation of gender identities, of girls and boys. The phenomenon is related to the power sexes’ relations which it shapes and reproduces.
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.
Η δημοσίευση αυτή επιχειρεί να παρουσιάσει τη διαδρομή που ακολούθησε η έρευνα για τα φύλα στη σχολική ιστοριογραφία, είναι με άλλα λόγια ένα είδος state of the art της έμφυλης εικόνας των σχολικών εγχειριδίων ιστορίας έτσι όπως αυτή... more
Η δημοσίευση αυτή επιχειρεί να παρουσιάσει τη διαδρομή που ακολούθησε η έρευνα για τα φύλα στη σχολική ιστοριογραφία, είναι με άλλα λόγια ένα είδος state of the art της έμφυλης εικόνας των σχολικών εγχειριδίων ιστορίας έτσι όπως αυτή αναπαραστάθηκε μέσα από σχετικές μελέτες και έρευνες από τη δεκαετία του 1970 και εξής.
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Στο κείμενο αυτό τεκμηριώνεται η διπλή όψη της ιστορικής εκπαίδευσης στην Ελλάδα στη διάρκεια του 19ου αιώνα. Οι δυο εκδοχές, ιερά ιστορία και θύραθεν συνυπάρχουν στα ελληνικά σχολεία διδάσκοντας δυο αντικρουόμενες μεταξύ τους εκδοχές για... more
Στο κείμενο αυτό τεκμηριώνεται η διπλή όψη της ιστορικής εκπαίδευσης στην Ελλάδα στη διάρκεια του 19ου αιώνα. Οι δυο εκδοχές, ιερά ιστορία και θύραθεν συνυπάρχουν στα ελληνικά σχολεία διδάσκοντας δυο αντικρουόμενες μεταξύ τους εκδοχές για την ιστορική εξέλιξη. Η περιθωριοποίηση της ιεράς ιστορίας και η ένταξη της στο μάθημα των θρησκευτικών επιτυγχάνεται με την εθνικοποίηση της θύραθεν ιστορίας.
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Historical film literacy has been defined as a set of skills that will “empower students to look at movies set in the past critically as historical documents” (Marcus, Metzger, Paxton & Stoddard, 2010). In the present paper, we aim to... more
Historical film literacy has been defined as a set of skills that will “empower students to look at movies set in the past critically as historical documents” (Marcus, Metzger, Paxton & Stoddard, 2010). In the present paper, we aim to explore the possibilities of advancing these skills through the development of a model for history education that adds an element of formal analysis to the analysis of historical films in the classroom. In addition, we attempt to provide an overview of these skills based on preliminary research findings from the field, after the introduction of the said model in the classroom. Based on students’ film reviews written as historical film analyses which made use of the model presented, we conclude that three types of skills related to history education are developed: skills related to historical thinking concepts, skills related to the interpretation of the cinematic language, and conventions as ways to construct historical meanings and skills related to analyzing the processes of constructing history and memory
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This article aims to make legible the Greek conflicts over the school life of the past by highlighting interconnected sides of the cultural, political and educational context in which they took place and that determined their outcome. The... more
This article aims to make legible the Greek conflicts over the school life of the past by highlighting interconnected sides of the cultural, political and educational context in which they took place and that determined their outcome. The first concerns the dominant historical culture and its traditional narratives, the second the relationship between the state and the Greek church and the third, closely related to the previous, the way in which history is traditionally taught in Greece. I consider the textbooks in question as emergences of new discourses that have the implicit or explicit aims to alter or reshape our understanding of the past by marginalising the old dominant national narratives produced and reproduced by school history. This is the reason for which these textbooks become sites of intense cultural wars towards national identity and future developments. The phenomenon is not only Greek, it is worldwide and it is a laboratory for studying significant relationships between history, identity, culture and politics.
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This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International... more
This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that signifi cant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.
Research Interests:
Research Interests:
In the frame of this paper, I claim that controversies –even if it is only a matter of one- in History Education is not a local phenomenon that could be explained only in relation to social and political national, or regional conditions.... more
In the frame of this paper, I claim that controversies –even if it is only a matter of one- in History Education is not a local phenomenon that could be explained only in relation to social and political national, or regional conditions. Globalization does not only organize everyday life. It demands that we enlarge the explanatory framework by taking into consideration the interdependence of historical phenomena on a global scale. Globalization moreover constitutes the key concept to understand humanity in its third millennium. Controversies on History Education is a typical global case, as they have acquired more and more common aspects so that they can be read overall as battles in the same war which is being waged in different parts of the world. We consequently have probably to extend the vertical and even the horizontal way to think of them in favor of the global one. What is at stake surpasses the frontiers of the nation-state in question and finally concerns future global developments and the formation of the citizenry in the contemporary world.
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Σκοπός αυτού του κειμένου είναι να δώσει μια συνοπτική εικόνα των εξελίξεων που σημειώθηκαν στο πεδίο της διδακτικής της ιστορίας από το τέλος περίπου της δεκαετίας του 1960 και εξής. Για να το πράξει επιλέγει την κεντρική, για τη... more
Σκοπός αυτού του κειμένου είναι να δώσει μια συνοπτική εικόνα των εξελίξεων που σημειώθηκαν στο πεδίο της διδακτικής της ιστορίας από το τέλος περίπου της δεκαετίας του 1960 και εξής. Για να το πράξει επιλέγει την κεντρική, για τη σκοποθεσία του μαθήματος της ιστορίας, έννοια της ιστορικής σκέψης που αντικαθιστά στα χρόνια αυτά τόσο στον ακαδημαϊκό διάλογο όσο και σε πολλά προγράμματα ιστορίας στο δυτικό κόσμο αυτήν της εθνικής συνείδησης και εθνικής ταυτότητας που αποτελούσε το σκοπό της σχολικής ιστορίας έως τη δεκαετία του 1960. Τί σημαίνει όμως για τους μαθητές και τις μαθήτριες Σκέπτομαι ιστορικά; Εμπεριέχει παντού όπου υιοθετείται τα ίδια σημαινόμενα; Και πώς αξιολογείται η διαμόρφωση της ιστορικής σκέψης; Πώς διαπιστώνει κανείς την πρόοδό της; Αυτά είναι τα ερωτήματα που οργανώνουν το παρόν κείμενο. Προσεγγίζονται και γίνεται προσπάθεια να απαντηθούν μέσα από τις επεξεργασίες που συντελούνται στα διαφορετικά κέντρα της διδακτικής της ιστορίας που συγκροτούνται στο συγχρονικό μας κόσμο
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Localización: Pensar históricamente en tiempos de globalización: actas del I Congreso Internacional sobre enseñanza de la historia/coord. por Ramón López Facal, Luis Velasco Martínez, Victor Manuel Santidrián Arias, Xosé Armas Castro,... more
Localización: Pensar históricamente en tiempos de globalización: actas del I Congreso Internacional sobre enseñanza de la historia/coord. por Ramón López Facal, Luis Velasco Martínez, Victor Manuel Santidrián Arias, Xosé Armas Castro, 2011, ISBN 978-84-9887-...
In the last three decades following the collapse of the Soviet Union, the concept “history wars” has gained a growing interest from history scholars, teachers, civilians and politicians alike. This phenomenon finds its’ popularity in the... more
In the last three decades following the collapse of the Soviet Union, the concept “history wars” has gained a growing interest from history scholars, teachers, civilians and politicians alike. This phenomenon finds its’ popularity in the public debates over the content of official History in contrast to that which is ingrained in the public’s memory. Acting as a contextual frame, the end of the Cold War, is used to guide the conceptual understanding of the conflict over history teaching, where the intention of the guide is to “map the conflicts, identify commonalities, locate and illuminate hidden rationales and connect the individual cases with the fundamental changes” (p. v) since the collapse of the Soviet Union. With this statement, the reader’s expectation is that the reference guide will provide accounts of contemporary conflicts as they relate to the end of the Cold War. However, this is not entirely the case. The editors have used the collapse of the proverbial ‘iron curtain...
Localización: Pensar históricamente en tiempos de globalización: actas del I Congreso Internacional sobre enseñanza de la historia/coord. por Ramón López Facal, Luis Velasco Martínez, Victor Manuel Santidrián Arias, Xosé Armas Castro,... more
Localización: Pensar históricamente en tiempos de globalización: actas del I Congreso Internacional sobre enseñanza de la historia/coord. por Ramón López Facal, Luis Velasco Martínez, Victor Manuel Santidrián Arias, Xosé Armas Castro, 2011, ISBN 978-84-9887-...
... History didactics in Greece: developments, ambiguities and constraints. Autores: MAria Repoussi; Localización: Pensar históricamente en tiempos de globalización: libro de abstracts / coord. por Luis Velasco Martínez, Ramón López... more
... History didactics in Greece: developments, ambiguities and constraints. Autores: MAria Repoussi; Localización: Pensar históricamente en tiempos de globalización: libro de abstracts / coord. por Luis Velasco Martínez, Ramón López Facal, 2010, ISBN 8469337424 , pág. ...
This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International... more
This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.