This doctoral study examined the pedagogy of history and heritage in four Greek supplementary schools in England and how this influences the development of students' identities in a period of continuous social change. The study followed a case study design and a mixed-method methodology. The methods employed were documentary research, questionnaires, interviews and ethnographic observations. It was conducted in three distinct phases. The pre-phase of the research examined the history of Greek migration in the UK. The second, quantitative phase and the third, qualitative phase, explored participants' attitudes, perceptions and practices on history pedagogy and identity development. A notable finding of this doctoral research is that the structure of the Greek community and Greek supplementary schools in England are undergoing a dynamic change due to the influx of Greek and Greek-Cypriot migrants in the UK recently. While this change is undergoing, the findings of this research revealed that a part of pedagogical practices appear to reflect this need for a change, while some others continue to reproduce the wish of preserving primordial notions of culture and ethnicity. This doctoral study stresses the need for a reconsideration of policies and practices to suit the current fluid context of late modernity.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:753066 |
| Date | January 2018 |
| Creators | Voskou, Angeliki |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8320/ |
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