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| Identifier |
000440902 |
| Title |
Οι δασκάλες στη συγκυρία του αλυτρωτισμού |
| Alternative Title |
Female teachers in the context irredentism |
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Author
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Πρέκα, Μαρία
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Thesis advisor
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Αβδελά Έφη
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Reviewer
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Φουρναράκη Ελένη
Αναστασόπουλος Αντώνης
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| Abstract |
This research is structured within the context of detecting the emerging educational and professional opportunities for women in Greece in the late 19th and early 20th century. At the core of the research lies the investigation of the ways in which the female teachers (Arsakeiades) are formed as historical subjects in the period from 1880 to 1913 during which some of them undertake the task to teach the greek language and to engrave the greek national consciousness on the populations of the disputed areas of the Ottoman Empire. The research focuses on the educational policies generated in the Greek state and disseminated to the Greek Orthodox communities with a view to supporting the implementation of unredeemed claims imposed by the specific point of time
Tracing the course of the teachers in the 19th century is an integral part of tracing the course of the Society for the promotion of education and learning (Philekpedeftiki Etería, Arsakeio) (ΦΕ/PhE), given that throughout this century both its female primary schools (parthenagogeia) and the schools for female teachers (didaskaleia thileon) hold a dominant position in the field of elementary and vocational education in Greece. Detailed examination of the PhE as a mechanism reveals a thread that connects it with the formal and informal institutions with which it collaborates for the training of teachers. The thread is the practice of scholarships. The research reveals that since its foundation (1842), the Female teachers school (Didaskaleio) becomes the locomotive of the Society. Thus, basing its strategy on the triptych: scholarships - state subsidy – institutionalization manages to act as a deterrent to any attempt from another body, whether private or even by the state itself, to establish Female teachers school until 1914. The practice of scholarships functions in the context of our research as a point of articulation between the PhE and the Association for the dissemination of Greek letters (SDEG). SDEG, a collective subjectivity founded in Athens in 1869 and evolving into another hegemonic mechanism in the field that seeks to act –that is in the field of disseminating the Greek language in the Greek Orthodox communities of the Ottoman Empire, and especially in Macedonia- grants scholarships to girls born in Macedonia on condition that they attend pedagogical studies at the PhE Female teachers school (Didaskaleio) and upon finishing their studies they return to teach in their birth place. The research reveals, through the paths drawn by the practice of scholarships, the identity of SDEG, the conditions under which it is founded and which allow it to emerge as a hegemonic collective subjectivity, the "place" of its establishment -between private and public-, peculiar relations with the Ministry of Foreign Affairs and the ways through which it emerges as an informal "Ministry of Education" with the peak of its activity being the Greek Orthodox communities with special emphasis on Macedonia.
In a nutshell, this research tells the story of two of the longest-lived collective subjectivities in Greece; the hegemonic and extroverted PhE, which presented itself as a “nationally beneficial” and "charitable" "foundation" and the equally hegemonic but introverted SDEG, which generally avoided presenting itself.
Our narrative illuminates aspects of the two collectivities-mechanisms, which were - and still are- deliberately left in the dark. On the other hand, this research tells the story of the subjects associated with these mechanisms. To be precise, it gives space to the subjects, allows them to show how they think and organize their lives, how they act to achieve what they often plan in socially and politically extreme conditions.
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| Language |
Greek |
| Subject |
Associations |
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Associations for the dissemination of greek letters |
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Collective subjectivities |
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Female education |
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Female teachers |
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Female thechers education |
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Foucault |
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Gender |
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Gender relations |
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Greece |
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Greekorthodox Communities |
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Irredentism |
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Ministry of Education |
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Ministry of Foreign Affairs |
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Nineteenth Century |
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Ottoman Empire |
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Societies |
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Society for the promotion of education and learning (Philekpedeftiki eteria, Arsakeio) |
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Technologies of the Self |
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Undergraduates Education of Teachers Associations Greek Associations |
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Έμφυλες σχέσεις |
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Αλυτρωτισμός |
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Αρσάκειο |
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Δέκατος ένατος αιώνας |
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Δασκάλες |
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Εκπαίδευση διδασκαλισσών |
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Εκπαίδευση κοριτσιών |
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Ελλάδα |
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Ελληνορθόδοξες κοινότητες |
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Οθωμανική αυτοκρατορία |
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Συλλογικές υποκειμενικότητες |
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Σύλλογοι |
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Σύλλογος προς διάδοσιν των ελληνικών γραμμάτων |
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Τεχνολογίες εαυτού |
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Υπουργείο Εκκλησιαστικόν και Δημόσιας Εκπαιδεύσεως |
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Υπουργείο Εξωτερικών |
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Φιλεκπαιδευτική εταιρεία |
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Φουκώ |
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Φύλο |
| Issue date |
2015-10-21 |
| Collection
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School/Department--School of Philosophy--Department of History and Archaeology--Doctoral theses
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Type of Work--Doctoral theses
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| Permanent Link |
https://elocus.lib.uoc.gr//dlib/c/1/0/metadata-dlib-1624873697-20710-6694.tkl
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| Views |
236 |
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