Abstract
The national past both as historical knowledge as well as patriotic orientation is the main explicit concern of the Greek history curriculum and schoolbooks while explicit concern about gender is almost absent. In this paper a discursive socio-psychological analytic framework is offered by means of which the intersection of explicit national orientation and implicit gender orientation can be studied in the narrative parts of the history schoolbooks. Theoretically the discourse analytic framework draws on discursive social psychology in terms of understanding the historical narrative as the site where nation and gender are constructed. In addition it draws on feminist intersectional analysis by means of which the multiplicity and simultaneity of those identities can be revealed. Methodologically the discourse analytic framework extends from the micro-, to meso- to macro-level, from text practice, to genre practice to discourse practice analysis, respectively. Apart from curriculum research and critique the socio-psychological discourse analytic framework presented here can be used as a tool both for reflective practice by history teachers as well as by curriculum designers for history curriculum and schoolbook reform.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
"Discursive Social Psychology", " Nation and Gender"
