ABSTRACT

This study was conducted at an important chronological turning point with regard to the structure of the Greek community and Greek supplementary schools in the UK. This paper, following a mixed-methods methodology, aims to examine whether pedagogic practices and norms of the past that took place in Greek supplementary schools continue to exist today, in a word of continuous socio-political changes. This is undertaken with a retrospective examination of the education of Greek immigrant children in the UK in the past, an examination of how pre-existing, primordial notions of culture and ethnicity influence pedagogic practices and how these influence students’ motivation and identity development at present. The findings call for a revisiting of policies, as well as curricular and pedagogic practices in Greek supplementary education, in order to reflect the current fluid and constantly changing context.

摘要

这项研究是在关于英国希腊社区和希腊补充学校结构的重要时间转折点进行的。本文采用混合方法，旨在检验希腊补充学校过去发生的教学实践和规范是否在当今社会政治持续变化的情况下继续存在。这是通过对过去在英国的希腊移民儿童的教育进行回顾性检查来进行的，检查预先存在的、原始的文化和种族观念如何影响教学实践，以及这些观念如何影响目前学生的动机和身份发展. 调查结果呼吁重新审视希腊补充教育的政策以及课程和教学实践，