|Author(s)||Flouris, G. & Pasias, G.|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
This study probes changes in educational discourses and policies on the 'citizenship paradigm' during 1984-2000 and 2001-2007 in Greek elementary education, using discourse analysis of sources such as the new curricula, textbooks, official Ministry of Education and Hellenic Pedagogical Institute documents, and other selected documents. Citizenship education is viewed as a particular paradigm closely connected with the politics of school knowledge and curriculum reform, reflecting concrete discourses and practices via 'power-knowledge' relations, in which sense, educational policy documents and school textbooks are considered both as historical discursive and ideological interventions, as well as a mode of governance influenced by 'regimes of truth' and 'systems of knowledge' aiming at symbolic control, socio-cultural reproduction and the legitimization of school knowledge.