Nationalism and education - Revision history

SvDijk at 18:45, 21 September 2012

SvDijk — Fri, 21 Sep 2012 18:45:06 GMT

←Older revision		Revision as of 18:45, 21 September 2012
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	''Abstract''<br><br>		''Abstract''<br><br>
-	A great number of the 19th-century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. Essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/anti-emancipation, in the second.	+	A great number of the 19th-century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. Essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/anti-emancipation, in the second. <br><br>

	In these texts, particularly in the first category’s ones, ''women’s education'' is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national - gradually turned into nationalistic - discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations) entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>		In these texts, particularly in the first category’s ones, ''women’s education'' is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national - gradually turned into nationalistic - discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations) entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>

-	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 K. Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 S. Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and – therefore - the stance towards the “national others”.	+	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 Kalliopi Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 Sappho Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and – therefore - the stance towards the “national others”.

SvDijk at 18:44, 21 September 2012

SvDijk — Fri, 21 Sep 2012 18:44:16 GMT

←Older revision		Revision as of 18:44, 21 September 2012
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	<br><br><br>		<br><br><br>
-	'''National Self and the “Other” in Greek Women’s Educational Writings'''<br><br>	+	'''Nationalism and education: '''<br>
		+	'''The National Self and the “Other” in Greek Women’s Educational Writings'''<br><br>

	''Abstract''<br><br>		''Abstract''<br><br>
-	A great number of the 19th-century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. Essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/antiemancipation, in the second. In these texts, particularly in the first category’s ones, women’s education is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national - gradually turned into nationalistic - discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations). Entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>	+	A great number of the 19th-century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. Essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/anti-emancipation, in the second.
		+
		+	In these texts, particularly in the first category’s ones, ''women’s education'' is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national - gradually turned into nationalistic - discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations) entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>

	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 K. Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 S. Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and – therefore - the stance towards the “national others”.		The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 K. Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 S. Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and – therefore - the stance towards the “national others”.

SvDijk at 17:46, 21 September 2012

SvDijk — Fri, 21 Sep 2012 17:46:22 GMT

←Older revision		Revision as of 17:46, 21 September 2012
Line 7:		Line 7:

	''Abstract''<br><br>		''Abstract''<br><br>
-	A great number of the 19th century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/antiemancipation, in the second. In these texts, particularly in the first category’s ones, women’s education is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national -gradually turned into nationalistic- discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations). entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>	+	A great number of the 19th-century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. Essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/antiemancipation, in the second. In these texts, particularly in the first category’s ones, women’s education is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national - gradually turned into nationalistic - discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations). Entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>

-	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 K. Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 S. Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and –therefore- the stance towards the “national others”.	+	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 K. Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 S. Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and – therefore - the stance towards the “national others”.

AKulsdom at 07:26, 21 September 2012

AKulsdom — Fri, 21 Sep 2012 07:26:36 GMT

←Older revision		Revision as of 07:26, 21 September 2012
Line 9:		Line 9:
	A great number of the 19th century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/antiemancipation, in the second. In these texts, particularly in the first category’s ones, women’s education is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national -gradually turned into nationalistic- discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations). entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>		A great number of the 19th century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/antiemancipation, in the second. In these texts, particularly in the first category’s ones, women’s education is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national -gradually turned into nationalistic- discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations). entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”.<br><br>

-	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of K. Kechagia (1839-1905), S. Leontias (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and –therefore- the stance towards the “national others” .	+	The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of [http://neww.huygens.knaw.nl/authors/show/4463 K. Kechagia] (1839-1905), [http://neww.huygens.knaw.nl/authors/show/4279 S. Leontias] (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and –therefore- the stance towards the “national others”.

AKulsdom: New page:
NOEDITSECTION == Katerina Dalakoura ==

'''National Self and the “Other” in Greek Women’s Educational Writings'''

''Abstract''

A great number o...

AKulsdom — Thu, 20 Sep 2012 16:31:48 GMT

New page: __NOEDITSECTION__ == Katerina Dalakoura == '''National Self and the “Other” in Greek Women’s Educational Writings''' ''Abstract'' A great number o...

New page

__NOEDITSECTION__
== Katerina Dalakoura ==

 
'''National Self and the “Other” in Greek Women’s Educational Writings''' 

''Abstract'' 
A great number of the 19th century Ottoman Greek women’s writings (original or translated) concerned directly or indirectly women’s education. essays on education, pedagogical works, textbooks, speeches/lectures delivered to open public, in the first case, poetry, short stories, articles on women’s emancipation/antiemancipation, in the second. In these texts, particularly in the first category’s ones, women’s education is presented as the necessary means of Greek nation’s progress and of a strong national consciousness construction, reflecting the ethnic/national -gradually turned into nationalistic- discourses emerged at the time. According to these discourses women’s education should be based (exclusively or primary) on national principles emerging from Greek nation’s history, life and culture. In other words education should provide a national edification on all levels. Within this frame references to other ethnicities/nations (f.i. Ottoman ethnicities and Balkan nations). entered into educational writings in a contradictious and ambiguous way: either as counteractive to the Greek nation’s interests or as nations aiming to progress, the same as Greeks. Particularly western nations or “West” as a collective cultural “nation”, were presented either as progressed nations, whose cultural and educational experience could benefit Greek education or as nations whose mimicry or influence could harm “Greek ethos and mores”. 

The presentation will focus on the discourses on the “national self” and the “national other” that penetrated women’s writings, especially from the 1870s onwards. It is based mainly on the works of K. Kechagia (1839-1905), S. Leontias (1830-1900), two celebrated pedagogues of the era, who represent different traditions in regard with the cultural construction of the national self and –therefore- the stance towards the “national others” .

 

Ask, September 2012 

<hr>
 
*Conferences > [http://www.womenwriters.nl/index.php/NEWW_international_conferences NEWW international conferences] > [http://www.womenwriters.nl/index.php/Transnational_Perspectives_on_19th_and_20th_century_Women%E2%80%99s_Writing Istanbul September 2012] > Dalakoura

Nationalism and education - Revision history

SvDijk at 18:45, 21 September 2012

SvDijk at 18:44, 21 September 2012

SvDijk at 17:46, 21 September 2012

AKulsdom at 07:26, 21 September 2012

AKulsdom: New page: __NOEDITSECTION__ == Katerina Dalakoura == '''National Self and the “Other” in Greek Women’s Educational Writings''' ''Abstract'' A great number o...

AKulsdom: New page:
NOEDITSECTION == Katerina Dalakoura ==

'''National Self and the “Other” in Greek Women’s Educational Writings'''

''Abstract''

A great number o...