Representations of Childhood in Greek Language School Textbooks: From Rural to Urban Childhood

Autor/inn/en	Betsas, Ioannis; Avgitidou, Sofia; Tsiompanou, Anastasia
Titel	Representations of Childhood in Greek Language School Textbooks: From Rural to Urban Childhood
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 6, S.675-694 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Betsas, Ioannis) ORCID (Avgitidou, Sofia) ORCID (Tsiompanou, Anastasia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1762678
Schlagwörter	Educational History; Greek; Textbooks; Elementary School Students; Grade 2; Sociology; Rural Urban Differences; Child Development; Urban Areas; Rural Areas; Educational Change; Content Analysis; Foreign Countries; Cultural Influences; Native Language Instruction; Greece + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Grieche; Griechisch; Textbook; Text book; Schulbuch; Lehrbuch; School year 02; 2. Schuljahr; Schuljahr 02; Soziologie; Stadt-Land-Beziehung; Kindesentwicklung; Urban area; Stadtregion; Rural area; Ländlicher Raum; Bildungsreform; Inhaltsanalyse; Ausland; Cultural influence; Kultureinfluss; Native language education; Muttersprachlicher Unterricht; Griechenland
Abstract	The study explores the representations of childhood in Greek language school textbooks for primary second graders within a broad chronological period, from 1934 to date. School textbooks are understood as social representations of social categories and social phenomena which Greek pupils are assumed to embed. Drawing from the "new sociology of childhood" which perceives childhood as a social construction we examine the representations of childhood in school textbooks concerning their positioning in different contexts, namely the rural versus urban contexts of children's lives. Childhood representations are analysed through a thematic analysis of texts. Findings show different representations of childhood in rural and urban contexts that however change during the course of time. Representations of childhood in rural contexts construct a perception of a homogeneous, deficit, "adult-to-be" childhood, either evil or innocent, but mainly close to John Locke's conception of the "immanent child". On the other hand, as time goes by, and particularly after the 1980s, childhood images construct a dominant image of urban childhood, which depicts children as spontaneous, free to take the initiative and enact their interests relating in this way to the tribal childhood discourse with references to an agentic childhood. Overall, our findings show that childhood is not represented as an unchangeable continuum but its construction is affected by changes observed in the time period over which textbooks are written. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01