Journal articles on the topic 'Political culture – Greece – History textbooks'
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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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Simonton, Matt. "Demagogues and Demagoguery in Hellenistic Greece." Polis: The Journal for Ancient Greek and Roman Political Thought 39, no. 1 (January 6, 2022): 35–76. http://dx.doi.org/10.1163/20512996-12340355.
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Abstract This paper introduces scholars of Greek political thought to the continued existence of the phenomenon of demagoguery, or ‘(mis-)leadership of the people’, in the Hellenistic period. After summarizing Classical elite discourse about demagoguery, I explore three areas in which political leaders continued to run afoul of elite norms in Hellenistic democratic poleis: 1) political persecution of the wealthier members of a political community; 2) ‘pandering to’ the people in a way considered infra dignitatem; and 3) stoking bellicosity among the common people. I show that considerable continuities link the Classical and Hellenistic periods and that demagoguery should be approached as a potential window onto ‘popular culture’ in Greek antiquity.
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Štuhec, Marko. "OÙ SITUER LE GRATTE-CIEL DE LJUBLJANA? L’HISTOIRE DES RÉGIONS E L’EDX-YOUGOSLAVIE DANS LES MANUELS SLOVÈNES D’HISTOIRE AU XXe SIÈCLE." La mémoire et ses enjeux. Balkans – France: regards croisés, X/ 2019 (December 30, 2019): 79–93. http://dx.doi.org/10.31902/fll.29.2019.6.
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WHERE TO LOCATE THE LJUBLJANA SKY-SCRAPER? HISTORY OF THE REGIONS OF FORMER YUGOSLAVIA IN HISTORY TEXTBOOKS USED IN SLOVENIA IN THE 20TH CENTURY The paper deals with the presentation and interpretation of history of the regions of ex-Yugoslavia in history textbooks for comprehensive schools used on the territory of present-day Slovenia between 1911 and 2012. The textbooks are an important brick in the construction of collective memory. Their authors are obliged to consider the results of historical science and the age of the pupils as well as the dominating ideologies and cultural values. The latter was all the more important because of the succession of several states and political regimes on the territory of present-day Slovenia during the 20th century and because of profound transformations of Slovenian society. The analysis shows that pupils who went to school between 1920 and 2000 could have gained good knowledge of the past and culture of South Slavs, whereas knowledge provided by textbooks written thereafter is scarce and reduced to the political vicissitudes of the 20th century. The paper identifies major ideologies and suppositions that underlay the presentation and interpretation of certain topics in the textbooks: the national ideology, the feeling of historical injustice, the ideology of the Yugoslav integralism, the ideology of brotherhood and unity, the socialist ideology and the ideology of the reintegration in Europe. Keywords: history textbooks, Slovene comprehensive schools, Yugoslavs, dominant ideologies, cultural values
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álvarez sepúlveda, Humberto. "¿qué dicen los manuales de historia sobre la infancia? análisis de textos escolares chilenos." childhood & philosophy 17 (December 20, 2021): 01–32. http://dx.doi.org/10.12957/childphilo.2021.62884.
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History textbooks in Chile are characterized by exposing an adult-centered historical narrative that invisibilizes the participation of boys and girls, since they have traditionally focused on describing the political exploits carried out by elite adult men in national and western history. To evidence this problem, in this qualitative, exploratory and interpretive research, critical literacy is used to analyze the texts and images of four textbooks published between 2016 and 2019 by SM and Santillana publishers. From these manuals, thematic units related to Ancient Rome and Greece, colonial Chile, and European history of the 19th and 20th centuries were selected because they have the most relevant evidence to examine the subject. It is concluded that the analyzed discourses show that infants are marginalized social actors in history or are represented from the adult-centered paradigm as dependent and subordinate subjects to the adult world. Faced with this scenario, the importance of prioritizing children’s perspectives in the study of history and in the problematization of historical contents taught in the classroom is emphasized.
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Mandarani, Vidya, Oikurema Purwati, and Dian Rahma Santoso. "A CDA Perspective of Cultural Contents in the English Junior High School Textbooks." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 2 (May 19, 2021): 237. http://dx.doi.org/10.21093/ijeltal.v5i2.671.
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In the aim to engage the volatile future, Kemendikbud considered developing the textbooks with cultural values imbued for the 2013 Curriculum. This study is a content analysis that seeks to examine the cultural elements found in the English textbooks for junior high schoolers, to discover the evidence of global cultural manifestation in the textbooks, as well as to find out the space given to local culture in the textbooks. The data were collected from the latest revision of ‘When English Rings a Bell’ textbook for both 7th & 8th grade, and ‘Think Globally Act Locally’ textbook for 9th grade. The data then analyzed qualitatively. The findings showed that: (1) social group & social identity dictate the cultural dimension, followed by belief & behavior. While another aspect, such as stereotypes & national identity, social interaction, the life-cycle & socialization, national culture heritage, national geography, national history as well as socio-political institution, are not commonly presented. This idea is in line with the curriculum objectives to facilitate the development of students with proper character, behavior and a strong sense of nationality. In terms of proportionality as shown by cultural dimensions, it is inferred that the English textbooks are on their way to perfection; (2) the existence of the target cultures is still dominant, yet the authors had tried to maintain the initial content of the source culture, as well as (3) the students require to realize the importance of learning culture from their English textbooks & develop their cultural competence and a certain degree of respect, as well as tolerance for others.
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Avakyan-Forer, Armina Genrikhovna. "Philosophy of economics of the Ancient Greece." Философия и культура, no. 8 (August 2020): 46–52. http://dx.doi.org/10.7256/2454-0757.2020.8.33038.
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This article examines the philosophy of economic of the Ancient Greece. Philosophical thought of the classics of ancient philosophy raises value and moral-ethnical questions in economic sphere and seeks the ways for their solution. The subject of this research is the stance on economic goods of the ancient society. The goal consists in description of the economic ideas of Xenophon, Socrates, Plato and Aristotle. Modern philosophical studies do not give due attention to the philosophy of economics, which is not fair, since the discipline “Philosophy of Economics” is aimed primarily at clarification of the essence of philosophical problems of economics, substantiation of the need for scientific cognition of economic relations and the underlying socioeconomic laws. The novelty lies in carrying out a referential overview of philosophical concepts that reflect economic ideas in Ancient Greek philosophy of the classical period. The prerequisites of economic ideas within the system of philosophical knowledge reveal and substantiate two these: inseparability of economic knowledge from ethics and politics, and the regards household management as an art. Economic teachings can be found in works of many Ancient Eastern, Ancient Greek and Ancient Roman philosophers; however, the textbooks do not usually include the ancient economic thought into the general course. The author believes that the fundamentals of economics established namely in this era, and this fact cannot be wiped out of history. The philosophical understanding of worldview and scientific fundamentals, knowledge of economics and economic system as a whole, including everything related to the economy, its place in natural world, society and human culture is very important and should be studied in universities.
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Wexelbaum, Rachel. "Book Review: Women in American History: A Social, Political, and Cultural Encyclopedia and Document Collection." Reference & User Services Quarterly 57, no. 1 (October 9, 2017): 72. http://dx.doi.org/10.5860/rusq.57.1.6465.
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To this day, high school and college students rarely learn about the role of women in American history, cultures, or politics. Teachers and textbooks still focus predominantly on the white Christian heterosexual males that continue to take most of the credit for building the United States of America. While it is fact that, for most of American history, only white men could own land, vote, and serve in government, women of all races, religions, and sexual orientations have done a great deal to advance American culture, fight for justice, and impact the laws, businesses, scientific research, and education systems that have developed in the United States over time.
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Brown, Keith. ":Stirring the Greek Nation: Political Culture, Irredentism and Anti-Americanism in Post-War Greece, 1945–1967." American Historical Review 114, no. 1 (February 2009): 245–46. http://dx.doi.org/10.1086/ahr.114.1.245.
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De Michele, Grazia. "‘A beautiful moment of bravery and hard work’: Italian colonialism in post-1945 history high school textbooks." Modern Italy 16, no. 2 (May 2011): 105–20. http://dx.doi.org/10.1080/13532944.2011.557209.
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Italian colonialism in Africa has for some time been a largely neglected subject of study. The signing of the Paris Treaty of 1947, which deprived the country of its colonies, did not lead to critical debates, in Italy, around the issue. On the contrary, the post-war political elites continued to demand the restitution of those colonies, in continuity with previous regimes. The hagiographic and mythic image of colonialism that had been created by liberal and Fascist propaganda remained alive in Italian culture and society. This article analyses the continuities and ruptures in the treatment of colonial history offered by post-war high school history textbooks. Traditional discourses and imagery marked the way in which textbooks examined the nation's colonial past, distorting the reality of the past and contributing to the creation of a sense of innocence with regard to the Italian presence in Africa.
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RUSSO, JOHN PAUL. "GREECE AND ROME IN AMERICA." Modern Intellectual History 10, no. 1 (April 2013): 177–92. http://dx.doi.org/10.1017/s1479244312000406.
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The classics appear conspicuously in the pamphlet wars of the American Revolution, though in the opinion of Bernard Bailyn (written many years ago), their presence is “window-dressing” and their influence “superficial.” They are “everywhere illustrative, not determinative, of thought” (my italics). Up the scale in influence comes Enlightenment rationalism, also “superficial” but only “at times”—that removes the foreigners, ancient and modern. Then, further up the scale are English common-law writers, “powerfully influential” though still insufficiently “determinative”; above them, a “major source,” New England Puritan thought and culture; and finally, at the top, seventeenth-century British “heroes of liberty” and the “early eighteenth-century transmitters of this tradition,” e.g. Commonwealth men, Bishop Hoadly. Who would have thought that the bishop of Winchester weighed in the balance more heavily than Plato and Aristotle? Only once in passing does Bailyn even mention Machiavelli, to whom J. G. A. Pocock, Quentin Skinner, and Harvey C. Mansfield would grant large prominence in the development of Revolutionary thought.
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Meléndez, G., G. Fermeli, and An Koutsouveli. "Analyzing Geology textbooks for secondary school curricula in Greece and Spain: Educational use of geological heritage." Bulletin of the Geological Society of Greece 40, no. 4 (January 1, 2007): 1819. http://dx.doi.org/10.12681/bgsg.17143.
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The teaching of geology as a separate discipline in secondary school curricula has been progressively reduced during the last 20 years in European countries. In the case of Greece and Spain, National Education laws have set geology as a supplementary matter of biology, geography and environmental sciences. However, geology and Earth sciences are not subsidiary items of these "natural science" disciplines. This secondary role assigned to geology is creating serious concern among geologist community due to the substantial drop of geology contents in Secondary school curricula, which will presumably produce a consequent drop of geology students in universities and the lack of geologists in the society. A proposal is made for using geological heritage as an educational tool and incorporating it to textbooks. This means using relevant points of geological and palaeontological heritage, as well as erosional features and fossil sites and relevant remains to illustrate natural processes and the History of Earth. This might provide a valuable instrument to create social and political concern for both Earth sciences and geological heritage, as well as to raise interest and enthusiasm in Secondary school students for the knowledge of Earth.
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Sojer, Thomas. "Eric Voegelin's and Simone Weil's return to Ancient Greece." Acta Antiqua Academiae Scientiarum Hungaricae 61, no. 1 (May 17, 2022): 87–96. http://dx.doi.org/10.1556/068.2021.00009.
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Summary Two enigmatic figures of 20th-century political theory, Eric Voegelin and Simone Weil, stand out with idiosyncratic receptions of ancient Greek texts. Both thinkers diagnosed that, as political agents in late modernity, we have unlearned to read world-making ancient texts and their narratives in their cosmic dimension and thus lost what has rooted European culture and history. Against this backdrop, Voegelin and Weil share ‘antidotal’ practises of combining historically and generically distinct material. These practices aim at fathoming a primordial experience at work in European narratives. With this comparative analysis of Voegelin's and Weil's symbolic readings (exemplified in this paper by passages from the Iliad, the History of the Peloponnesian War, and the Symposium), I present some considerations how their combinatory imagination of ancient material could supply late modern political agents with a pathos, a meaningful self-world relationship that was thought to have gone missing.
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Tuplin, C. "J.F. McGlew: Tyranny and Political Culture in Ancient Greece. Ithaca, London: Cornell University Press, 1993." Classical Review 46, no. 1 (January 1, 1996): 95–96. http://dx.doi.org/10.1093/cr/46.1.95.
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Gross, Daniel M. "Caussin's Passion and the New History of Rhetoric." Rhetorica 21, no. 2 (2003): 89–112. http://dx.doi.org/10.1525/rh.2003.21.2.89.
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Nicolaus Caussin's Eloquentia sacrae et humaneae parellela (1619) forges a distinctly modern history of rhetoric that ties discourse to culture. What were the conditions that made this new history of rhetoric possible? Marc Fumaroli has argued that political exigency in Cardinal Richelieu's France demanded a reconciliation of divergent religious and secular forms of eloquence that implicated, in turn, a newly "eclectic" history of rhetoric. But political exigency alone does not account for this nascent pluralism; we also need to look at the internal dynamics of rhetorical theory as it moved across literate cultures in Europe. With this goal in mind, I first demonstrate in this article how textbooks after the heady days of Protestant Reformation in Germany tried in vain to systematize the passions of art, friendship, and politics. Partially in response to this failure, I then argue, there emerged in France a new rhetoric sensitive to the historical contingency of passionate situations. My claim is not simply that rhetoric is bound to be temporal and situational, but more precisely that Caussin initiates historical rhetorics: the capacity to theorize how discourse is bound to culture in its plurality and historical contingency.
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Culp, Julian. "Israeli History Textbooks and the Palestinians: Remarks on a Critical Theory of Israeli School Education." Journal of Holy Land and Palestine Studies 17, no. 1 (May 2018): 115–29. http://dx.doi.org/10.3366/hlps.2018.0182.
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This article first of all illustrates how Israeli history schoolbooks fail to represent or misrepresent the culture of Palestinian citizens of Israel, and then explains the ways in which such mis- or non-representation hinders the cultivation of vital democratic virtues like empathy. Following that, the article identifies three obstacles for rendering Israeli school education more democratic: Israel's identity as a ‘Jewish and democratic state’, the socio-political domination of Palestinian citizens of Israel outside the educational system, and the unwillingness to recognise the existence of moral dilemmas. The article concludes that overcoming these obstacles is crucial for improving democratic education in Israel.
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Brunton, Anna. "‘Still may these Attic Glories Reign’: How Eighteenth-Century Whig Taste was Shaped by a Political Metaphor." Cultural History 11, no. 1 (April 2022): 94–109. http://dx.doi.org/10.3366/cult.2022.0256.
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According to the cultural historian Peter Burke, cultural history concentrates on the ‘symbolic element in all human activities’. Building on Burke's remark, this essay examines how a particular set of metaphorical ideas shaped new approaches to material and visual culture in the eighteenth-century. The analysis applies a methodologically innovative approach, that of conceptual metaphor theory. This approach is generally used to analyse the hidden ideology found in contemporary political discourse, which finds that the use of similar metaphors by an ‘in’ group not only reinforces their own ideology, but also serves to create a sense of the ‘other’, or outsider, and so embodies a power imbalance. The results of my analysis suggest that Whig writers used the metaphor of ancient Greece to create an exclusionary discourse, defined against what they saw as negative values held by an oppositional ‘other’, in this case Catholic Europe. Whig writers mapped the metaphor of ancient Greece on to their interpretation of political liberty, and this same linguistic patterning shaped concepts of visual and material taste within Whig culture.
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Pastourmatzi, Domna. "Researching and Teaching Science Fiction in Greece." PMLA/Publications of the Modern Language Association of America 119, no. 3 (May 2004): 530–34. http://dx.doi.org/10.1632/003081204x20613.
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In the dreams our stuff is made of, Thomas M. Disch talks about the influence and pervasiveness of science Fiction in American culture and asserts the genre's power in “such diverse realms as industrial design and marketing, military strategy, sexual mores, foreign policy, and practical epistemology” (11-12). A few years earlier, Sharona Ben-Tov described science fiction as “a peculiarly American dream”—that is, “a dream upon which, as a nation, we act” (2). Recently, Kim Stanley Robinson has claimed that “rapid technological development on all fronts combined to turn our entire social reality into one giant science fiction novel, which we are all writing together in the great collaboration called history” (1-2). While such diagnostic statements may ring true to American ears, they cannot be taken at face value in the context of Hellenic culture. Despite the unprecedented speed with which the Greeks absorb and consume both the latest technologies (like satellite TV, video, CD and DVD players, electronic games, mobile and cordless phones, PCs, and the Internet) and Hollywood's science fiction blockbuster films, neither technology per se nor science fiction has yet saturated the Greek mind-set to a degree that makes daily life a science-fictional reality. Greek politicians do not consult science fiction writers for military strategy and foreign policy decisions or depend on imaginary scenarios to shape their country's future. Contemporary Hellenic culture does not acquire its national pride from mechanical devices or space conquest. Contrary to the American popular belief that technology is the driving force of history, “a virtually autonomous agent of change” (Marx and Smith xi), the Greek view is that a complex interplay of political, economic, cultural, and technoscientific agencies alters the circumstances of daily life. No hostages to technological determinism, modern Greeks increasingly interface with high-tech inventions, but without locating earthly paradise in their geographic territory and without writing their history or shaping their social reality as “one giant science fiction novel.”
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George, M. Aspridis, and Pouliana Louisa. "The culture of modern public administration. The case of Greece." Academicus International Scientific Journal 23 (January 2021): 142–55. http://dx.doi.org/10.7336/academicus.2021.23.09.
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The period stretching from 1974 till now has been characterized as the most stable period of the political and administrative history of Greece. However, the appropriate organizational culture which can contribute to the creation of a strategic vision for Greek public administration has not yet been shaped. Therefore, the public sector is not efficient and productive. On the contrary, bureaucratic pathogenies are particularly prevalent. These pathogenies have been rendered even more intense during the economic crisis and the recent pandemic. It is necessary that the modern culture of public administration be focused on effective cooperation, the satisfaction of both citizens and administrative executives’ expectations, respect for the individuality and development of public sector executives, the enhancement of public services’ good reputation, assessment, communication and finally the implementation of the principles of ethics, integrity and legitimacy. The culture of a modern public administration should be based on the principles of new public management and electronic government. This article is based on the study of secondary sources, more specifically institutional texts, international and national organizations’ reports, studies, historical texts, as well as civil servants’ views. The conclusions are particularly significant and can spark off the change of the organizational culture in public administration.
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Magnuson, Eric. "IDEOLOGICAL CONFLICT IN AMERICAN POLITICAL CULTURE: THE DISCOURSE OF CIVIL SOCIETY AND AMERICAN NATIONAL NARRATIVES IN AMERICAN HISTORY TEXTBOOKS." International Journal of Sociology and Social Policy 17, no. 6 (June 1997): 84–130. http://dx.doi.org/10.1108/eb013313.
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Baioni, Massimo. "Interpretations of Garibaldi in Fascist culture: a contested legacy." Modern Italy 15, no. 4 (November 2010): 451–65. http://dx.doi.org/10.1080/13532944.2010.506295.
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Facing the controversial memory of the Risorgimento, Fascism was compelled to measure itself against Garibaldi, the nation's most celebrated and popular hero. The result was an exaltation of the alleged continuity between Redshirts and Blackshirts, marked by an emphasis on patriotic voluntarism that removed Garibaldi's adherence to the principles of liberty and democracy from his legacy. In the national discourse developed in the press and school textbooks, Garibaldi was harnessed to the ideological needs of the regime and held up as the embodiment of the Italian people's heroic militarism. However, as this article shows, the eclectic nature of Fascist culture left room for more radical interpretations that did not fit the image of Garibaldi as a ‘disciplined revolutionary’. Particularly among left-wing and younger Fascists, Garibaldi became the precursor of the corporatist revolution, an icon of populism melding values of social transformation, moral intransigence and patriotic self-abnegation. This emphasis on the hero's radical legacy was to reappear glaringly between 1943 and 1945, when the civil war between Fascists and partisans also became a battle over the symbols and memories of the Risorgimento.
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Polianski, Igor J. "National Socialist Medical Literature and the Censorship Practices in the Soviet Occupation Zone and Early East German State." Journal of the History of Medicine and Allied Sciences 75, no. 3 (May 1, 2020): 299–323. http://dx.doi.org/10.1093/jhmas/jraa015.
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Abstract This study examines how medical discourse and culture were affected by the denazification policies of the Soviet occupation authorities in East Germany. Examining medical textbooks in particular, it reveals how the production and dissemination of medical knowledge was subject to a complex process of negotiation among authors, publishers, and censorship officials. Drawing on primary-source material produced by censorship authorities that has not been rigorously examined to date, it reveals how knowledge production processes were structured by broader ideological and political imperatives. It thus sheds new light on a unique chapter in the history of censorship.
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Fekete, Liz. "Lessons from the fight against Golden Dawn." Race & Class 61, no. 4 (March 6, 2020): 50–67. http://dx.doi.org/10.1177/0306396820906074.
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The ongoing trial of sixty-eight members of Golden Dawn, a violent neo-Nazi political party in Greece, has been called ‘one of the most important trials in contemporary Greek history’. Based on direct observation and insights from a trip to Athens in September 2019 to observe the trial, which coincided with the sixth anniversary of the murder of the anti-fascist rapper Pavlos Fyssas, this article documents the role that activists, lawyers and the families of victims of racist violence have played in bringing members of Golden Dawn to justice. The author examines the trajectory of authoritarian violence inherent in recent Greece history and the culture of police impunity and collusion in racial violence that continues today.
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Kouki, Hara, and Antonis Liakos. "Narrating the story of a failed national transition: discourses on the Greek crisis, 2010–2014." Historein 15, no. 1 (December 3, 2015): 49. http://dx.doi.org/10.12681/historein.318.
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<p>This article traces the construction of the dominant, promemorandum discourse that has been propagated by the political establishment and mainstream media in Greece interpreting the current crisis as a crisis of the national identity: Greece failed to reform where necessary due to the domination of the traditional political culture that is to be blamed for the failed transition since 1974 to postwar European modernity. This narrative is examined within broader narratives and discourses that have attempted in different periods to conceptualise and prescribe the transition to modernity followed not only by Greece, but by other societies the world over. This brief study enables us to think of this exceptional "failed transition" as a not so exceptional or failed transition, while at the same time to observe how societies in crisis turn to history so as to make sense of their present.</p>
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Palikidis, Angelos. "Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19)." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 177–91. http://dx.doi.org/10.14516/ete.314.
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In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.
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BELL, DUNCAN. "FROM ANCIENT TO MODERN IN VICTORIAN IMPERIAL THOUGHT." Historical Journal 49, no. 3 (September 2006): 735–59. http://dx.doi.org/10.1017/s0018246x06005498.
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This article argues that during the closing decades of the nineteenth century a significant group of British imperial thinkers broke with the long-standing conventions of political thought by deliberately eschewing the inspiration and intellectual authority provided by the examples of the ancient empires. While the early Victorian colonial reformers had looked to the template of Greece, and while many later Victorians compared the empire in India with the Roman empire, numerous proponents of Greater Britain (focusing on the settler colonies, and associated in particular with the movement for imperial federation) looked instead to the United States. I argue that the reason for this innovation, risky in a culture obsessed with the moral and prudential value of precedent and tradition, lies in contemporary understandings of history. Both Rome and Greece, despite their differences, were thought to demonstrate that empires were ultimately self-dissolving; as such, empires modelled on their templates were doomed to eventual failure, whether through internal decay or the peaceful independence of the colonies. Since the advocates of Greater Britain were determined to construct an enduring political community, a global Anglo-Saxon polity, they needed to escape the fate of previous empires. They tried instead to insert Greater Britain into a progressive narrative, one that did not doom them to repeat the failures of the past.
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Georges, Eugenia. "Abortion and Contraception in Modern Greece, 1830–1967: Medicine, Sexuality and Popular Culture by Violetta Hionidou." Journal of Modern Greek Studies 39, no. 2 (2021): 469–73. http://dx.doi.org/10.1353/mgs.2021.0033.
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Kotliuk, Galyna. "GENDER ON STAGE: DRAG QUEENS AND PERFORMATIVE FEMININITY." Intermarum history policy culture, no. 10 (June 30, 2022): 105–21. http://dx.doi.org/10.35433/history.112033.
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This article examines how the performative nature of gender is produced by drag queens and analyses drag culture in Euro-American socio-cultural and political space. In this study I provide an outline of a historical tradition of portraying femininity on stage starting from ancient Greece and till nowadays. The aim of this research is to investigate the evolution of female roles in European and American societies and the influence of these transformations on drag culture as well as to define the position of drag performative femininity within the framework of modern feminist and queer theories. The research methodology is based on a systematic approach to the study of socio-political and socio-cultural phenomena in their development and mutual relations grounded on the principle of scientific objectivity. In the course of writing of this work I have applied comparative-historical, critical and chronological methods as well as feminist and gender approaches, based on the theory of gender performativity first articulated by Judith Butler – all of which allowed to conduct a comprehensive and detailed analysis of the phenomenon of drag culture. Conclusions of my study offer an overview of the development tendencies of drag cultures in the USA, Germany and Ukraine providing a new perspective on “staged” femininity, which appears as a result of intertwining gender, race, class and national identities and subverts gender roles imposed by society.
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Takovski, Aleksandar, and Nenad Markovikj. "Macedonia outside “Macedonia”." Journal of Language and Politics 16, no. 5 (May 16, 2017): 731–50. http://dx.doi.org/10.1075/jlp.15006.tak.
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Abstract The name dispute between Republic of Macedonia and Greece manifests itself in Greece’s objections to the use of the noun “Macedonia” or the adjective “Macedonian” to refer to any other ethnicity, culture, tradition and history except Greek. In order to promote itself as a sole claimant to the name, Greece has constructed a discourse which legitimizes its exclusive right to it, while at the same time it delegitimizes such right to Macedonia. However, this discourse does not only deny Macedonia the right to the name but it also denies Macedonia the right to discuss identity issues, while at the same time it obliterates Macedonian presence in the discourse in any relation to the disputed term. In this respect, this study seeks to analyze the specific linguistic strategies underlying these discursive effects.
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Boukala, Salomi. "‘We need to talk about the hegemony of the left’." Journal of Language and Politics 20, no. 3 (February 16, 2021): 361–82. http://dx.doi.org/10.1075/jlp.19053.bou.
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Abstract This article seeks to explore the discursive rediscovery of the left menace and the ideological relevance between the far right and the right wing in Greece in times of political turmoil. Drawing on some historical aspects of modern Greece, first, I intend to explain the resurgence of Greece’s divided past. By emphasising references to Gramsci and the ‘hegemony of the left’, the article investigates the discursive construction of ingroups and outgroups on the basis of haunted memories of modern Greek history. By synthesising the Discourse Historical Approach and the concept of Aristotelian topos, I explicate how Gramsci has been re-utilised in an extreme right context by Greek far-right figures in order to stigmatise their ideological opponents. In a second step, my aim is to study the normalisation of political enmity by highlighting far-right discourses’ resemblance to New Democracy’s members’ rhetoric through references to Greek culture and economic imaginaries.
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Stan Draenos. "Stirring the Greek Nation: Political Culture, Irredentism and Anti-Americanism in Post-War Greece, 1945-1967 (review)." Journal of Modern Greek Studies 28, no. 1 (2010): 160–62. http://dx.doi.org/10.1353/mgs.0.0085.
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Setiawan, Beni, and Edi Suwandi. "The Development of Indonesia National Curriculum and Its Changes: The Integrated Science Curriculum Development in Indonesia." Journal of Innovation in Educational and Cultural Research 3, no. 4 (July 4, 2022): 528–35. http://dx.doi.org/10.46843/jiecr.v3i4.211.
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The national curriculum of Indonesia has changed several times, more than ten times precisely. Those alterations logically result from science learning political issues, government systems, social culture, economics, and science technology in the community. This study aims to develop integrated science in the science classroom. Qualitative research and document analysis are used in this study. The result of this qualitative research is a deeper analysis of the history of science, science textbook development, and an integrated curriculum for science learning. The history of science depicts that the curriculum change impacted how science integrates with other knowledge in the curriculum. In the last curriculum, junior high school taught integrative science, which differed from integrated science. There are two primary methods used by the Indonesian government to provide textbooks to aid in the implementation of the curriculum: the government development and a non-government publishing company developing textbooks with national standards. The last finding is the integrated curriculum for science learning. There is a relationship between the philosophy of science, integrated science, and science education. This research contributes to science, especially science education, with a term of integrated science model called Biology-Physics-Chemistry and other disciplines-Philosophy (BPCO_P)
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Dawe, Kevin. "Minotaurs or musonauts? ‘World Music’ and Cretan Music." Popular Music 18, no. 2 (May 1999): 209–25. http://dx.doi.org/10.1017/s0261143000009053.
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In a recent issue of Popular Music devoted to the music of the Middle East, Martin Stokes and Ruth Davis note that ‘the movement of Middle Eastern sounds into Western cultural spaces … has largely been ignored’ (1996, p. 255) and that ‘Middle Eastern popular musics will probably continue to mark an unassimilable and unwelcome “otherness” for most Europeans and Americans’ (ibid, p. 257). In this paper, written partly in response to these remarks, I examine the movement of contemporary Middle Eastern sounds into Greek cultural space and Greek musical culture, a musical culture that has an affinity with ‘Eastern’ musics but also a strong sense of its own identity. Middle Eastern music can indeed take on the form of an ‘unwelcome “otherness”’ in Greece and I shall provide examples of this from my own fieldwork on the Greek island of Crete. Greece and the Greek islands are outposts, on the European periphery, on the frontier between ‘the East’ and ‘the West’, where a history of confrontations, invasions and forced exchanges in political, economic and demographic terms with the Middle East has ensued for millenia. Greece and Turkey still remain in dispute over territory from the Thracian borderlands to the smaller islands of the Eastern Aegean Sea.
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Smirnova, Ekaterina. "Dostoevsky and Antiquity: Classical Education at the L. I. Chermak Boarding School." Неизвестный Достоевский 8, no. 2 (July 2021): 5–33. http://dx.doi.org/10.15393/j10.art.2021.5441.
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The article attempts to identify the classical linguistic and cultural context of F. M. Dostoevsky's education at the L. I. Chermak boarding school. It lists the programs and textbooks that Dostoevsky studied in 1834‒1837 to learn about the intricacies of classical languages and ancient history, and the teachers who may have influenced his perception of ancient history and culture. Using the issues of the “Biblioteka dlya chteniya” (Library for Reading) journal, the authors investigate which texts related to classical antiquity were available to Dostoevsky outside of the curriculum. The period of Dostoevsky's studies at the Chermak boarding school can be characterized as extremely favorable for the assimilation and comprehension of ancient heritage. The reason for this is the emphasis on classical languages in education set by government decisions, successfully augmented by the brilliant teaching staff at the boarding school, i. e., K. M. Romanovsky, N. I. Bilevich and A. M. Kubarev, Dostoevsky saw Greco-Roman antiquity not as a boring and tiresome collection of dead forms, but as a source of fantasies, reflections, comparisons, and sublime ideas. The publications in Library for Reading on history and archeology, literature and art of Ancient Greece and Rome revealed antiquity in a multi-faceted manner, taking the teenager inclined to serious reading far beyond the school curriculum into the world of stunning discoveries, sharp scientific controversy, bold comparisons with modern times and vivid artistic images.
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King, Russell, Anastasia Christou, Ivor Goodson, and Janine Teerling. "Tales of Satisfaction and Disillusionment: Second-Generation “Return” Migration to Greece and Cyprus." Diaspora: A Journal of Transnational Studies 17, no. 3 (June 2014): 262–87. http://dx.doi.org/10.3138/diaspora.17.3.262.
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We examine the comparative “return” experiences of second-generation Greek-Americans and British-born Greek Cypriots who have relocated to their respective parental homelands of Greece and Cyprus. Sixty individuals, born in the United States or the United Kingdom yet now living in Greece or Cyprus, were interviewed and detailed life narratives recorded. We find both similarities and differences between the two groups. While the broad narrative themes “explaining” their returns are similar a search for a “place to belong” in the ancestral homeland linked to what is, or was, perceived to be a more relaxed and genuine way of life—the post-return outcomes vary. In Greece there is disappointment, even profound disillusionment, whereas in Cyprus the return is generally viewed with satisfaction. For Greek-Americans, negative experiences include difficulty in accessing employment, frustration with bureaucracy and a culture of corruption, struggles with the chaos and stress of life in Athens, and pessimism about the future for their children in Greece. As a result, some Greek-Americans contemplate a second return, back to the United States. For the returnee British Cypriots, these problems are far less evident; they generally rationalize their relocation to Cyprus as the “right decision,” both for themselves and for their children. Greek-Americans tend to withdraw into a social circle of their own kind, whereas British-born returnee Cypriots adopt a more cosmopolitan or “third-space” cultural identity related, arguably, to the small scale and intimate spaces of social exchange in an island setting, and to the colonial and postcolonial history of Cyprus and its diaspora.
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Ermakova, Olga, and Irina Taratonkina. "Elements of official ideology in Norwegian language textbooks for foreigners." Scandinavian Philology 18, no. 2 (2020): 246–60. http://dx.doi.org/10.21638/11701/spbu21.2020.202.
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This article discusses the Norwegian language textbooks for foreigners Stein på stein and Her på berget, published from 1995 to 2015. These textbooks are analyzed as tools for promoting the official ideology and as sources of information showing how Norwegians would like to present their society and themselves to representatives of other nations. Such an interpretation is considered to be possible since these publications are primarily designed for immigrants who are planning to come to Norway for permanent residence. Norwegian language courses are expected to provide future citizens of Norway with the necessary knowledge about the society, culture and history of the country, and allow them to become acquainted with the values and lifestyle of Norwegians. The focus of the article is one of the most popular series of textbooks published by Cappelen Damm: Stein på stein and Her på berget. Over the course of twenty-five years, new editions of these textbooks have been published: for example, the first edition of the textbook Stein på stein was published in 1990, and the last one in 2015. The new editions show changes in the image of Norwegian society, shifts on emphasis, the themes that were important to discuss in different editions, and some new concepts and topics that the authors of the textbooks considered necessary to introduce in the new editions. When analyzing the texts, the authors single out several lexical ideologemes, the so-called “values” (verdier), which can be considered especially significant in the self-presentation of the Norwegian nation. Such ideologemes as “equality” (likestilling / likhetstanke), “democracy” (demokratiet) and “environmentally conscious” (miljøbevissthet) are analyzed. The article considers the political background for the actualization of these concepts in educational texts; the development of the semantic fields, the core of which are the mentioned ideologemes; the organization of these concepts in the text and model characters of the textbooks as bearers of these “values”.
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Finney, Patrick. "I. D. Stefanidis,Stirring the Greek Nation: Political Culture, Irredentism and Anti-Americanism in Post-War Greece, 1945–1967." Diplomacy & Statecraft 20, no. 2 (August 5, 2009): 356–58. http://dx.doi.org/10.1080/09592290902907585.
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Mun, Dayul, Haeyoung Won, and So San Kang. "The Study on Direction of Development of Self-study Business Korean Textbook for Japanese Officers." Korean Society of Culture and Convergence 44, no. 11 (November 30, 2022): 977–91. http://dx.doi.org/10.33645/cnc.2022.11.44.11.977.
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The purpose of this paper is to search the direction of the development of self-study business Korean textbooks for Japanese officers. In many cases, Japanese officers have to learn Korean, the language of their trading partner, on their own for work efficiency. However, textbooks for them are significantly lacking. We suggested the development direction of self-study business textbooks as follows. First, a B5 size textbook is suitable for self-study learner. Second, visual materials such as photos and illustrations should be used and Japanese explanations should be added to help learners understand the contents. Third, realistic pronunciations should be presented and the appendix for supplementary explanations should be actively used. Fourth, self-evaluation should be conducted for each unit so that learners can check their own learning. Fifth, Korea's diverse corporate culture should be introduced. And we present the contents of the self-study business textbook for Japanese according to the direction of development.
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Greene, Roland. "Nation-Building by Anthology." Diaspora: A Journal of Transnational Studies 4, no. 1 (March 1995): 105–19. http://dx.doi.org/10.3138/diaspora.4.1.105.
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In a short space of years, nation and nationality have lost their position as ever-present but unquestioned markers in literary and cultural study. In the play of argument, they have become movable pieces. In particular, a wide array of books and essays has intensively pursued the relations of literature and national identity in the wake of Benedict Anderson’s Imagined Communities (1983)— most notable among them, the essays collected by Homi Bhabha in Nation and Narration , Doris Sommer’s Foundational Fictions , and the volume Nationalisms and Sexualities , edited by Andrew Parker and others after a Harvard conference of the same name. Among these, Gregory Jusdanis’s Belated Modernity and Aesthetic Culture: Inventing National Literature has received less attention than it deserves. The book’s diminished visibility follows from the same source as its value: it comes to the discussion with a stake neither in western Europe and the Americas nor in what for scholars in the humanities have become the fashionable parts of the developing world, but in a country whose present few of us can see for its past, namely modern Greece. Jusdanis’s subject in this discussion is one that not many seem prepared to take up—the “minor” literature and culture that nonetheless struggles with its own adaptations of those problems of modernity and identity that have been chronicled elsewhere. And yet societies such as Greece can contribute urgently to the discussion because of the density of what might be called the middle stratum of their modernizing experience—the stratum between an adopted paradigm of national identity and a complex, often ambivalent social reality. This middle stratum is the site of a multitude of local interpretations that mediate between the other two layers and produce astonishing concatenations of classical Greek, European, and American cultural forms. With its particular siting and its arguably “minor” urge to measure modern Greece against more internationally prominent countries (an impulse that seldom runs in the opposite direction), Jusdanis’s book is one of the most useful recent additions to the broad field of books that treat the making of nationhood.
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Milojkovic-Djuric, Jelena. "David Urquhart’s perceptions of the eastern question the affairs of Serbia." Balcanica, no. 45 (2014): 203–19. http://dx.doi.org/10.2298/balc1445203m.
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At the beginning of his diplomatic career in Constantinople in 1835, David Urquhart was instrumental in promoting the British cause by endorsing its political grand design and mercantile interests in Turkey, Greece, the Caucasian region, Crimea, Serbia and adjacent Balkan principalities. While observing the complexities of the Eastern Question, Urquhart recognized the underlying importance that Serbia had attained in the context of competing imperial interests in the Balkans. His engaged commentaries on the crucial changes in Serbian political discourse elucidated as well his understanding of Serbian history and culture past and present. Urquhart discerned a correspondence between Serbian political affairs and the inherent situa?tion in the region of the Caucasus and Circassia.
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Vassiliadou, Dimitra. "Masculinity on Stage." Aspasia 13, no. 1 (March 1, 2019): 12–30. http://dx.doi.org/10.3167/asp.2019.130104.
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Based on some forty duels that took place in Athens between 1870 and 1918, this article examines the different connotations middle-class dueling assumed in the political culture of the period. Drawing on newspaper articles, monographs, domestic codes of honor, legal texts, and published memoirs of duelists, it reveals the diversified character of male honor as value and emotion. Approaching dueling both as symbol and practice, the article argues that this ritualistic battle was imported to Greece against a background of fin de siècle political instability and passionate calls for territorial expansion and national integration. The duel gradually became a powerful way of influencing public opinion and the field of honor evolved into a theatrical stage for masculinity, emanating a distinct glamor: the glamor of a public figure who was prepared to lay down his life for his principles, his party, the proclamations he endorsed, and his “name.”
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Kahl, Thede. "The Islamisation of the Meglen Vlachs (Megleno-Romanians): The Village of Nânti (Nótia) and the “Nântinets” in Present-Day Turkey." Nationalities Papers 34, no. 1 (March 2006): 71–90. http://dx.doi.org/10.1080/00905990500504871.
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The main objective of the research project “Self-Identification of Meglen Vlachs” was to compare the contemporary state of Meglen Vlach culture and identity in their different settlement areas. Fieldwork sponsored by the German Research Foundation (DFG) in Meglen Vlach communities in Romania, Greece, Turkey and the Republic of Macedonia was able to identify the settlement areas of the Meglen Vlachs in Turkey. The paper represents a summary of the most important findings in Turkey.