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Relevant bibliographies by topics / Political culture – Greece – History textbooks

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Academic literature on the topic 'Political culture – Greece – History textbooks'

Author: Grafiati

Published: 10 March 2023

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Journal articles on the topic "Political culture – Greece – History textbooks"

1

Gagarin, Michael, and James F. McGlew. "Tyranny and Political Culture in Ancient Greece." American Historical Review 100, no. 2 (April 1995): 498. http://dx.doi.org/10.2307/2169032.

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Kimmage, Michael. "Seven Aspects in Search of a Narrative: A Review of The West: A New History by Anthony Grafton and David Bell." boundary 2 49, no. 2 (May 1, 2022): 193–211. http://dx.doi.org/10.1215/01903659-9644569.

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Abstract Michael Kimmage reviews a textbook recently published by Anthony Grafton and David Bell, The West: A New History, identifying this book as a splendidly researched and written contribution both to the history of Europe and to ongoing debates about the scope, meaning, and historiographical salience of the West. This review isolates seven features of Western history from The West's narrative and analysis: a style of learning pioneered in ancient Greece; the importance of cities; an alternating series of political forms, including monarchy, democracy, republic, and empire; a tendency toward violence; an emphasis on constitutions; an attraction to trade, commerce, and technological innovation; and a long attachment to the institution of slavery. This review concludes by exploring the relationship between the “core” and the “periphery” of the West, which is to say the place of Turkey, Russia, and the United States, within the narrative that Grafton and Bell so skillfully develop in The West.

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McInnis, Edward. "The Antebellum American Textbook Authors' Populist History of Roman Land Reform and the Gracchi Brothers." Journal of Educational Media, Memory, and Society 7, no. 1 (March 1, 2015): 25–50. http://dx.doi.org/10.3167/jemms.2015.070102.

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This essay explores social and political values conveyed by nineteenth century world and universal history textbooks in relation to the antebellum era. These textbooks focused on the histories of ancient Greece and Rome rather than on histories of the United States. I argue that after 1830 these textbooks reinforced both the US land reform and the antislavery movement by creating favorable depictions of Tiberius and Caius Gracchus. Tiberius and Caius Gracchus (known as the “Gracchi”) were two Roman tribunes who sought to restore Rome's land laws, which granted public land to propertyless citizens despite opposition from other Roman aristocrats. The textbook authors' portrayal of the Gracchan reforms reflects a populist element in antebellum American education because these narratives suggest that there is a connection between social inequality and the decline of republicanism.

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Rohdewald, Stefan. "Citizenship, Ethnicity, History, Nation, Region, and the Prespa Agreement of June 2018 between Macedonia and Greece." Südosteuropa 66, no. 4 (December 19, 2018): 577–93. http://dx.doi.org/10.1515/soeu-2018-0042.

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Abstract The agreement reached at Lake Prespa on 17 June 2018 between Greece and Macedonia should be welcomed, insofar as it promises to end the Greek blockade—in any case unnecessary—of Macedonia’s accession to the European Union and to NATO. Yet conceptually, the author argues, the agreement’s text is explosive, having been crafted to fundamentally confirm and consolidate a radical ‘otherness’ of the two parties involved (that is, Greece and Macedonia), encompassing their populations and histories. Any expert tasked with supervising the re-writing of history textbooks in the spirit of this agreement, as stipulated therein, will quickly find it impossible to reconcile the definitions and concepts put forth there with the methodological and theoretical knowledge about the need to de-essentialize and de-construct ‘ethnicity’, ‘history’, ‘culture’, ‘nation’, etc. This knowledge has been the basic standard in international scholarly debates over at least the last thirty years.

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Müller, Lars. ""We Need to Get Away from a Culture of Denial"?" Journal of Educational Media, Memory, and Society 5, no. 1 (March 1, 2013): 50–71. http://dx.doi.org/10.3167/jemms.2013.050104.

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The question of whether the German-Herero War (1904-1907) may be called a genocide has been debated in German politics for over twenty years. This article explores the representations of this event in German history textbooks in the context of this ongoing debate. Textbooks are not merely the end product of a negotiation process. Rather, as media and objects of memory politics, they are part of a societal negotiation process to determine relevant knowledge. Changes made to textbooks in relation to this controversial topic take place in very short periods of time and often go beyond what appears to meet with mutual agreement in the political sphere.

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Martynov, A. I. "Archeology: University Textbook and Science (to the 45th Anniversary of the Publication of the Textbook: Martynov A. I. Archeology of the USSR . Moscow, 1973)." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 940–47. http://dx.doi.org/10.21603/2078-8975-2019-21-4-940-947.

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The paper features the interaction of archaeological science and textbooks on archeology. It successively examines the history of textbooks on archeology in Russia published for higher education institutions of history, from the XIX century to the present. The author stresses the importance of textbooks in the formation and development of archeology as one of the main subjects of university historical education. Archeology and its textbooks play a key role in the reconstruction of important historical events of the three million years of human history, especially in cases when archaeological materials are the only source. Archeology discovered civilizations of the Ancient East, e.g. China, India, Iran, as well as Archaic Greece and ancient Rome. The paper states the significance of the archaeological heritage of Russia. Since 1970s, only two universities in Russia, Lomonosov Moscow State University and Kemerovo State University (Department of Archeology), have been publishing university textbooks on archeology to be used in universities nationwide. The list involves nine publications prepared by Kemerovo State University. These textbooks are unique from the point of view of the content and methodology of the presentation. The article focuses on the interaction of archaeological science and university textbooks. This concerns the explanation of global historical events, e.g. the early colonization of Eurasia, ethnogenesis in the Middle Paleolithic Era, human migration to America in the Upper Paleolithic, the formation of cultural in the early Holocene, revolution of the producing economy in the Paleometallic Era, etc. The author describes the effect of archeological textbooks on the formation of the conceptual foundations of modern archeology as a historical science. The section "One History – Two Sciences" features the shortcomings of modern Russian historical science, in particular, the lack of alternative to the concept of formational explanation of history in school and university textbooks. History is currently being demonstrated exclusively as a social-class development process, which makes it impossible to understand the role of the fundamental foundations of historical development, as well as the role of discoveries, innovations, achievements in the field of material culture and productive economy. As a result, the human achievements of the past, which are indicated in archeology textbooks, do not find proper application in explaining the historical processes in Russia and Eurasia in modern history textbooks.

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Korostelina, Karina. "War of textbooks: History education in Russia and Ukraine." Communist and Post-Communist Studies 43, no. 2 (May 7, 2010): 129–37. http://dx.doi.org/10.1016/j.postcomstud.2010.03.004.

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Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in history textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state controlled history education to define their national identity and to present themselves in relations to each other. For example, history education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea of own victimhood as a core of national identity. History education in the Russian Federation condemns Ukrainian nationalism and proclaims commonality and unity of history and culture with Russian dominance over “younger brother, Ukraine”. An exploration of the mechanisms that state-controlled history education employs to define social identities in secondary school textbooks can provide an early warning of potential problems being created between the two states.

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Yiorgos Chouliaras. "Culture and Customs of Greece (review)." Journal of Modern Greek Studies 28, no. 1 (2010): 152–54. http://dx.doi.org/10.1353/mgs.0.0098.

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Yannitsiotis, Yannis. "Social History in Greece: New Perspectives." East Central Europe 34-35, no. 1-2 (2008): 101–30. http://dx.doi.org/10.1163/18763308-0340350102006.

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This article focuses on the evolution of Greek historiography since the 1970s, with an emphasis on issues of class and gender. It is argued that, in the last decades, Greek historiography has been liberated from traditional nationalistic narratives in favor of new intellectual perspectives dealing with social history and the history of “society.” During the 1970s and 1980s, the concept of class—a fundamental concern of social history in European historiography—did not find much room in Greek historiography. Debates about the socioeconomic and political system in modern Greece focused on the importance of immobile political and economic structures as main barriers to modernization and Europeanization. The 1990s were marked by the renewal of the study of the “social,” articulated around two main methodological and theoretical axes, signaling the shift from structures to agency. The first was the conceptualization of class as both a cultural and economic phenomenon. The second was the introduction of gender. The recent period is characterized by the proliferation of studies that conceptualize the “social” through the notion of culture, evoking the historical construction of human experience and talking about the unstable, malleable, and ever changing content of human identities. Cultural historians examine class, gender, ethnicity, and race in their interrelation and treat these layers of identity as processes in the making and not as coherent and consolidated systems of reference.

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Freedman, Lawrence D., and John A. Lynn. "Battle: A History of Combat and Culture from Ancient Greece to Modern America." Foreign Affairs 82, no. 6 (2003): 156. http://dx.doi.org/10.2307/20033776.

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Dissertations / Theses on the topic "Political culture – Greece – History textbooks"

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Papadogiannis, Nikolaos. "Greek communist youth and the politicisation of leisure, 1974-1981." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609016.

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ANTONIOU, Vasilia Lilian. "Does history matter?: temporal and spatial projections of the nation and identity in post-1974 Greek history school books." Doctoral thesis, 2004. http://hdl.handle.net/1814/5210.

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Defence date: 23 January 2004
Examining board: Prof. Christian Joppke (University of British Columbia-Supervisor) ; Prof. Michael Keating (EUI) ; Prof. Yasemin Soysal (University of Essex) ; Prof. Arpad Szakolczai (University of Cork-Co-supervisor)
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017

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Books on the topic "Political culture – Greece – History textbooks"

1

Sexuality in Greek and Roman culture. 2nd ed. Hoboken: Wiley-Blackwell, 2013.

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2

Tyranny and political culture in ancient Greece. Ithaca: Cornell University Press, 1993.

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3

Pomeroy, Sarah B. Ancient Greece: A political, social, and cultural history. 3rd ed. New York: Oxford University Press, 2012.

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B, Pomeroy Sarah, ed. Ancient Greece: A political, social, and cultural history. 2nd ed. New York: Oxford University Press, 2008.

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B, Pomeroy Sarah, ed. Ancient Greece: A political, social, and cultural history. New York: Oxford University Press, 1999.

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B, Pomeroy Sarah, ed. A brief history of ancient Greece: Politics, society, and culture. New York: Oxford University Press, 2008.

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Diamandouros, Nikiforos P. Cultural dualism and political change in postauthoritarian Greece. Madrid: Instituto Juan March de Estudios e Investigaciones, 1994.

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Language and history in ancient Greek culture. Philadelphia: University of Pennsylvania Press, 2008.

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B, Pomeroy Sarah, ed. A brief history of ancient Greece: Politics, society, and culture. New York: Oxford University Press, 2004.

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10

Christian, Meier. A culture of freedom: Ancient Greece and the origins of Europe. Oxford: Oxford University Press, 2011.

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Book chapters on the topic "Political culture – Greece – History textbooks"

1

"Introduction: Tyranny and History." In Tyranny and Political Culture in Ancient Greece, 1–13. Ithaca, NY: Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501728723-003.

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Malik, Shushma. "An Emperor’s War on Greece." In Emperors and Political Culture in Cassius Dio's Roman History, 158–76. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108923019.009.

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Eden, Shevach. "The Work and Recommendations of the Polish–Israeli Textbooks Committee." In Polin: Studies in Polish Jewry Volume 14, 306–14. Liverpool University Press, 2001. http://dx.doi.org/10.3828/liverpool/9781874774693.003.0022.

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This chapter presents discussions conducted by the national committees in Poland and Israel to examine history and geography textbooks and their treatment of the two nations. They were charged with drawing up recommendations for authors of textbooks in each country, with the aim of rectifying mistakes that could lead to the formation or aggravation of prejudices and distortions of the truth. The motives for this initiative varied. The political forces that began the negotiations were motivated by the pragmatic consideration that such a process would bring respectability in the eyes of some parts of the American and Jewish communities. Without a doubt, however, the influence of a group of Polish intellectuals who felt regret for the fate of the Jews in Poland and who understood the importance of the Jews' economic and cultural contributions to the history of Poland was of paramount importance. This led to intellectual interest in any subject connected to Judaism and its culture. The hundreds of books and articles published in recent years reflect this, as does the establishment of research centres and institutes concerned with Jewish history and culture.

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Diaz-Andreu, Margarita. "Archaeology and the 1820 Liberal Revolution: The Past in the Independence of Greece and Latin American Nations." In A World History of Nineteenth-Century Archaeology. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199217175.003.0010.

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Nationalism did not end with Napoleon’s downfall, despite the intention of those who outplayed him in 1815. Events evolved in such a way that there would be no way back. The changes in administration, legislation, and institutionalization established in many European countries, and by extension in their colonies, during the Napoleonic period brought efficiency to the state apparatus and statesmen could not afford to return to the old structures. Initially, however, the coalition of countries that defeated the French general set about reconstructing the political structures that had reigned in the period before the French Revolution. In a series of congresses starting in Vienna, the most powerful states in Europe—Russia, Prussia, and Austria, later joined by Britain and post-Napoleonic France—set about reinstating absolutist monarchies as the only acceptable political system. They also agreed to a series of alliances resulting in the domination of the monarchical system in European politics for at least three decades. These powers joined forces to fight all three consecutive liberal revolutions that raged across Europe and the Americas, in 1820, 1830, and 1848, each saturated with nationalist ideals. The events which provide the focus for this chapter belong to the first of those revolutions, that of 1820 (see also Chapter 11), and resulted in the creation of several new countries: Greece and the new Latin American states. In all, nationalism was at the rhetorical basis of the claims for independence. The past, accordingly, played an important role in the formation of the historical imagination which was crucial to the demand for self-determination. The antiquities appropriated by the Greek and by Latin American countries were still in line with those which had been favoured during the French Revolution: those of the Great Civilizations. However, in revolutionary France this type of archaeology had resulted in an association with symbols and material culture whose provenance was to a very limited extent in their own territory (Chapter 11) or was not on French soil but in distant countries such as Italy, Greece, and the Ottoman Empire (Chapter 3).

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Mitchell, Peter. "The Classical World." In The Donkey in Human History. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198749233.003.0011.

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Donkeys are the quintessential Mediterranean animal. This chapter explores the first two millennia and more of that association. It starts with the Bronze Age societies of the Aegean, but principally emphasizes the donkey’s contribution to the Classical world of the Greeks and Romans, a topic richly informed by literary, as well as archaeological, evidence. Summarizing that contribution, Mark Griffith noted that ‘Without them there would have been no food for the table or fuel for the fire; nor would the workshops, markets, and retail stores have been able to conduct their business’, while the Roman writer and politician Cicero simply observed that it would be unduly tedious to enumerate their services. Around 4,000 years ago urban, state-organized societies centred on large, multiroom ‘palaces’ were already active on the island of Crete. By the mid-second millennium bc similar societies had emerged on the Greek mainland in the form of the Mycenaean kingdoms. Bronze Age societies further west, however, were organized at a less complex level and did not use writing. The same holds true of Greece itself once Mycenaean civilization collapsed: only after 800 BC did the material culture and city-state political systems characteristic of the Classical period emerge. Without discussing the latter’s archaeology or history in detail, it is worth remembering that the Classical Greek world was far more extensive than the modern country, a result of early settlement of the west coast of Turkey, followed by large-scale migration into southern Italy and Sicily (‘Magna Graecia’ or ‘Greater Greece’) and smaller scale colonization elsewhere along the shores of the Mediterranean and Black Sea. Greeks—and the Phoenician merchants who preceded them—were attracted into the western Mediterranean by opportunities for trade as much as settlement. Of the region’s indigenous populations Italy’s Etruscans were among the first to engage with them, undergoing a rapid process of urbanization and increasing political and economic complexity from about 800 BC. On the Etruscans’ southern periphery emerged Rome. Through luck, strategy, and a geographically central location, by the third century BC it dominated the Italian Peninsula. Moreover, following wars with Carthage, an originally Phoenician city in Tunisia, and with the Macedonian kings who succeeded Alexander the Great, its sway extended across the whole of the Mediterranean by the time Julius Caesar was assassinated in 44 BC.

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Bivins, Jason C. "The Pearls and the Coral." In Embattled America, 141–64. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197623503.003.0007.

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The controversies surrounding David Barton’s Wallbuilders, which produces and markets Christian history textbooks, show how Embattlement promises a history where disaffected citizens can emerge as winners. Barton has for decades been instrumental in constructing Christocentric narratives of American history, and has long been a consultant to national and state-level political campaigns. While his view of providential history has become central to Martyr identity, and to Whistleblowers who gleefully fact-check the texts, Barton’s narratives are not revealing because they focus on conservative religion, but because they demonstrate why longing and nostalgia do not serve any meaningful, actual connection with the protean public culture of early America. This chapter argues that history in America is only meaningful, not depending on its religious quotient, but if it serves an egalitarian future that strives for reason and consensus on facts.

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Van Wees, Hans. "Farmers and Hoplites: Models of Historical Development." In Men of Bronze. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691143019.003.0011.

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This chapter critiques the grand narrative of Hanson's The Other Greeks and argues that it is wrong in important respects. The chapter presents the social and economic changes in the eighth century that took place with the rise of the independent yeoman farmer and his culture of agrarianism as the driving force behind the political and military history of Greece. From the middle of the eighth century there was a class of elite leisured landowners that did not work the land themselves but supervised the toil of a large lower class of hired laborers and slaves. This era of gentlemen farmers who comprised the top 15–20 percent of society and competed with each other for status lasted for about two centuries. When the yeomen farmers emerged after the mid-sixth century, they joined the leisure class in the hoplite militia.

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