Archaeological Narratives in Greek History Textbooks

From Texts to Pupils’ Interpretations

in Journal of Educational Media, Memory, and Society
Author:
Maria Repoussi Aristotle University of Thessaloniki, Greece marrep@eled.auth.gr

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Konstatina Papakosta School of Primary Education, Aristotle University of Thessaloniki, Greece konstantinapapakosta@hotmail.com

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Abstract

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.

Contributor Notes

Maria Repoussi is a professor of history and history education at the Aristotle University of Thessaloniki. Email: marrep@eled.auth.gr

Konstantina Papakosta is a postdoctoral researcher in the School of Primary Education at the Aristotle University of Thessaloniki. Email: konstantinapapakosta@hotmail.com

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