The Teaching of History and Reconcilliation
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Abstract
The question of history teaching and learning in Cyprus often comes to the forefront of public debate, mainly in the daily press, as a contest between those who wish to change the school history textbooks and those who want them to stay as they are. Although such discussions are useful, in this paper they are of secondary importance to the question of what the aims are, the methodological weaknesses and, more fundamentally, the epistemological assumptions of the current way history is being taught and learned in Greek-Cypriot schools of Cyprus. As this paper shows, one of the most important problems of teaching and learning history today in Cyprus is the understanding of history teaching by many educators as a mere transmission of beliefs and the presentation of the past as heritage. Not only this state of affairs does not promote historical understanding, but it hinders reconciliation cementing division. We c onclude with a call for urgent educational reform in the epistemology, aims and methods of history teaching and learning in Cyprus.
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Keywords
References
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Koutselini, M. and Michaelidou, A. (2004) ‘The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study’, Educational Research and Evaluation, Vol. 10, pp. 183-203.
Koutselini, M. and Persianis, P. (2000) ‘Theory-practice Divide in Teacher Education at the University of Cyprus and the Role of the Traditional Values of the Orthodox Church’, Teaching in Higher Education, Vol. 5, pp. 501-520.
Koutselini-Ioannidou, M. (1997) ‘Curriculum as Political Text: The Case of Cyprus (1935-1990)’, History of Education, Vol. 26, pp. 395-407.
Lee, P.J., Dickinson, A.K. and Ashby, R. (1998) ‘Researching Children’s Ideas about History’ in Voss, J.F. and Carretero, M. (eds.), International Review of History Education: Learning and Reasoning in History, Vol. 2. Portland, OR, Woburn Press.
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Loizos, P. (2003) ‘What Does it Mean to Think Historically?’ The Cyprus Review, Vol. 15, No. 2 (Fall), pp. 149-152.
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Makriyianni, C. (2006) ‘History, Museums and National Identity in a Divided Country: Children’s Experience of Museum Education in Cyprus’. Unpublished PhD thesis, University of Cambridge.
Mavratsas, C. (1997) ‘The Ideological Contest between Greek-Cypriot Nationalism and Cypriotism 1974-1995: Politics, Social Memory and Identity’, Ethnic and Racial Studies, Vol. 20, pp. 717-737.
Mavratsas, C. (1999) ‘National Identity and Consciousness in Everyday Life; Towards a Sociology of Knowledge of Greek-Cypriot Nationalism’, Nations and Nationalism, Vol. 5, pp. 91-104.
Ministry of Education and Culture of Cyprus (1996) ‘Αναλυτικά Προγράμματα Δημοτικής Εκπαίδευσης στα Πλαίσια της Εννιάχρονης Εκπαίδευσης’ [Primary Education Curricula in the Context of Nine-year Education]. Λευκωσία, Υπουργείο Παιδείας και Πολιτισμού, Υπηρεσία Ανάπτυξης Προγραμμάτων.
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Moscovici, S. (1998) ‘The History and Actuality of Social Representations’ in Flick. U. (ed.), The Psychology of the Social. Cambridge, Cambridge University Press.
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Panayiotou, A. (2005) ‘Ideological Apparatuses and “Power Sharing” in Cyprus’. Paper presented in Conference on the Psycho-Social Aspects of Reunification. Nicosia, Cyprus.
Papadakis, Y. (1998) ‘Greek-Cypriot Narratives of History and Collective Identity: Nationalism as a Contested Process’, American Ethnologist, Vol. 25, pp. 149-165.
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“The Teaching of History and Reconcilliation”. 2018. Cyprus Review 19 (1): 43-69. https://cyprusreview.org/index.php/cr/article/view/281.