Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Repousi
Course ID600000846

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • General Knowledge
  • Skills Development
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Examination)
Learning Outcomes
Upon successful completion of the course, students will be able to: • Understand the public nature of school history and to think critically about the uses of history in schools. • Historicize the public discourse on history education and connect it with the ideological, political and social determinants. • Take position towards the abuses manifested in the public sphere regarding the content of school history • Link the Greek case or cases with the European and international environment • Go beyond simplistic schemes and stereotypes concerning the interpretation of conflicts on school history
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
After a brief review of the terms and conditions for the integration of history in schools, the course follows the public debates on the content and the methods on school history as well as the major conflicts during the 20th and the first decades of the 21st century. It starts with Marasliaka (1925). The debate is narrated, placed in its historical context and associated with the major dilemmas of its time. The new conceptions on history as they are imported into the Greek society via the publication of the Social Significance of the Revolution of 1821 by Yannis Kordatos, the first wave of Feminism and the Educational Demoticism constitute the major currents within which the evolution of the conflict on history to be taught in schools is inscribed. After Marasliaka, next stops are the conflicts that occurred on school history textbooks in particular (a) Roman and Medieval History by Kostas Kalokairinos, (b) the History of Mankind by Lefteris Stavrianos, (c) Modern Greek and European History by Vassilis Kremydas, (d) the Modern and Contemporary World by George Kokkinos and finally (e) the History Textbook of 6th Grade, In Modern and Contemporary Times by Maria Repousi. The lectures are contextualized into the European and international debates for historical education notably in the context of globalization in which they are multiplied and become more intense. In the development of the course, the question of the public character of School History remains central. Students are invited to problematize and explore the causality of the phenomenon as well as its manifestations. Primary documents are the basic tools for the students to answer the questions raised regarding the particularity of that school subject. Module contents: 1. History as a school subject: a short review of the conditions of integration of history in the school curriculum. 2. The Maraslian dispute: historical context and protagonists. Demoticism. 3. The Maraslian dispute: historical materialism and national identity. 4. The Maraslian dispute: “Malliarokommounismos” 5. The Maraslian dispute: the role of gender 6. The dispute regarding the “Roman and Medieval History: by Costas Kalokairinos. Historical context. Educational reform. The danger of communism. 7. The dispute regarding the “Roman and Medieval History: by Costas Kalokairinos. The enemies of the nation and the role of history. 8. The dispute regarding the “History of the human race” by Lef. Stavrianos. 9. The dispute regarding the “Modern history, Greek and European”, by Vas. Kremmydas. 10. The dispute regarding the “Modern and Contemporary world” by G. Kokkinos. 11. The dispute regarding the 6th grade history book “In the modern and contemporary times” by M. Repoussi. 12. The international experience: the 1994 History National curriculum of the United States. 13. The international experience: the Japanese history books.
history education, school history, debates, Marasliaka, History 6th grade textbook controversy, public uses of history
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Podcast
  • Audio
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
New technologies are used throughout the course. Powerpoint presentations, video and audio clips and educational software are used during the lecture. Το communicate with students outside the classroom, email, the module’s page on Elearning, or videoconferences through Skype are used. Last, students are assessed formatively during the term by working in groups or individually on the module Wiki in the module’s page in Elearning. The summative assessment is completed by handing in their assignments either by email or through the relevant application in Elearning.
Course Organization
Reading Assigment
Written assigments401.3
Student Assessment
Students are graded through a final written group assignment (circa 1500-2000 words) on a topic related to public discourse on school history, history wars etc., in Greek or international contexts. The analysis should be based on a specific interpretive angle or topic of discourse (e.g. the public discourse on the didactic methodology adopted by the chosen case studied). The group must be comprised of 2-4 students. The student groups and the assignment topics must be discussed and agreed upon with the lecturer sometime in the middle of the term through email.
Student Assessment methods
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Αθανασιάδης, Χ. (2015). Τα αποσυρθέντα βιβλία. Αθήνα: Αλεξάνδρεια. Ρεπούση Μ. (2012), Τα Μαρασλειακά, 1925-1927 , Αθήνα: Πόλις
Additional bibliography for study
Carretero M. (2011), Constructing Patriotism: Teaching History and Memories in Global Worlds, Charlotte, NC: IAP Carretero, Μ. Berger, S. & Grever, M. (2017). Palgrave Handbook of Research in Historical Culture and Education, Palgrave MacMillan. Macintyre S. & Clark A. (eds.): (2004), The History Wars, Melbourne: Melbourne University Press Nakou I. & ‎Barca I. (eds.) (2010), Contemporary Public Debates Over History Education, Charlotte N.C.: Information Age Publishing. Nash G. (2000), History on trial, New York: Vintage Books. Nicholls J. (2006), School History across cultures. International debates and perspectives, UK: Cambridge University Press. Repoussi M. (2009), «Common trends in Contemporary Debates on History Education", in Popp S. (ed.), Yearbook of International Society for History Didactics 2008/2009, p. 75-81 Repoussi M. (2009), «La vie scolaire de l´histoire en Grèce: enjeux, changements, contradictions, controverses, XIXe-XXe siècle», Raisons, Comparaisons, Educations, la revue française d'éducation comparée, n. 4. Nicole Tutiaux-Guillon (ed.), L'histoire scolaire au risque des sociétés en mutation, Paris : L'Harmattan, p. 49-66 Tayler, Tony/Guyver, Robert (eds.)( 2012), History Wars and the Classroom --‐ Global Perspectives, Charlotte N.C.: Information Age Publishing. Λιάκος, Α. (2007). Πώς το παρελθόν γίνεται ιστορία. Αθήνα: Πόλις.
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