Students’ identity development in Greek supplementary schools in England from 1950s to 2010s
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Angeliki Voskou [1]
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[1] University of Birmingham
University of Birmingham
Reino Unido
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- Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 59, Nº. 1, 2023 (Ejemplar dedicado a: Rethinking the social in the history of education), págs. 171-190
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This paper aims to examine how students in Greek supplementary schools in England develop their identities within a period of structural and inter-generational change in the Greek community due to the recent migration waves from Greece and Cyprus to the UK. This is undertaken with a review of sociological theories and studies around identity construction, complemented by data drawn from the quantitative and qualitative phases of the research, under the prism of critical realism philosophy. The paper examines and discusses how archetypal notions of culture and ethnicity influence pedagogic practices and students’ identity development. The findings call for a revisiting of policies, curricula and pedagogical practices in Greek supplementary education, in order to allow students to negotiate their identities within a period of extensive migration waves and a constantly changing context.
