This paper reveals the complex intersectionalities of immigrant identity construction, nationalisms (and national exceptionalisms), and how Greek culture/language schools in the United States significantly influenced and created a Greek and Greek-American Identity. Drawing on the Chicago experience and the Socrates and Koraes Greek-American Schools, this paper interrogates the collaborative relationship between the Greek state, the Greek community in the United States and Greek culture/language schools. Part I of this paper discusses the spatial/scalar character of the construction of the Greek culture/language school phenomenon, and the role of the Greek state played in fixing the definition of “Greekness” by establishing a normative historiography and national identity for the homeland. Also considered in this part is the complex relationship of immigrant identity construction, nationalisms and the construction of Greek national identity using geography and history. Part II surveys the empirical dimension of the phenomenon of Greek culture/language education in the United States. Early Greek immigrant efforts sought to preserve a Greek cultural identity through the Greek culture/language schools. Over time questions arose on what type of Greek identity would be (or could be) preserved in the United States.

中文翻译：

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创建希腊人和希腊裔美国人：苏格拉底和科拉什希腊裔美国人学校的地理和教育认同建构

本文揭示了移民身份建构，民族主义（和民族例外主义）以及美国的希腊文化/语言学校如何显着影响和创造希腊和希腊裔美国人身份的复杂交叉点。借鉴芝加哥的经验以及苏格拉底和科拉斯希腊裔美国人学校，本文探讨了希腊国家，美国的希腊社区和希腊文化/语言学校之间的合作关系。本文的第一部分讨论了希腊文化/语言学校现象建构的空间/标量特性，以及希腊国家通过建立规范的史学和对祖国的民族认同而在固定“希腊”定义中所起的作用。 。在这一部分中，还考虑了移民身份构建，民族主义与利用地理和历史构建希腊民族身份的复杂关系。第二部分概述了美国希腊文化/语言教育现象的经验维度。早期的希腊移民努力通过希腊文化/语言学校寻求维护希腊文化特征。随着时间的流逝，人们开始质疑在美国将（或可能）保留哪种希腊身份。早期的希腊移民努力通过希腊文化/语言学校寻求维护希腊文化特征。随着时间的流逝，人们开始质疑在美国将（或可能）保留哪种希腊身份。早期的希腊移民努力通过希腊文化/语言学校寻求维护希腊文化特征。随着时间的流逝，人们开始质疑在美国将（或可能）保留哪种希腊身份。