Curricula and educational reforms in Greece (1950-2020): a fundamentalistic, aimless and totemic education
Dimitris Fotinos
Page : 32 – 63
Abstract
This paper draws on the curriculorum reconceptual tradition which considers curriculum as a political text and
focuses on the history of the Greek curricula and their transformation process since the 1950’s. The non reductive
and non structural theoretical frame of agency is used as an explanatory tool. Following these perspectives
the paper comes to the conclusion that the curricula in Greece on this certain period of time are predominantly
influenced by the dominant agents of the political field and their reproduction needs. Therefore the curricula
are more focusing on an ideologised perception of school knowledge, projecting fundamentalistic perspectives
on it and are heavily corresponding to societal needs.