|Editor||P. Cunningham & N. Fretwell, Europe's Future: Citizenship in a Changing World|
This paper focuses on the case of the Greek-Cypriot secondary school curricula and aims at mapping and discussing constructions of ‘Europe’ in social studies subjects, namely Geography, History, Civics, Religious Studies and Economics. This sample of subjects is important (see Schissler and Soysal, 2005), but is also expecially relevant in the divided context of Cyprus, since a number of studies have indicated the role of some of these subjects individually in constructing national and/or European identity, for example, in History (Papadakis, 2008; Koullapis, 2002; Philippou, 2004), Geography (Philippou, 2008), and Civics (Philippou, 2009) textbooks. However, no study has so far attempted to bring together these subject areas in secondary education and explore how ‘Europe’ is constructed across these subjects’ curricula (rather than textbooks). This study aims at addressing this gap in the literature and contributes to ongoing debates with regards to curriculum as ideological-political text drawing upon the potential impact of European education policy on Greek-Cypriot curricula as a case study. Discussions over curriculum and identity are not of course a new phenomenon, but rather reflect historical debates in Cyprus; it is these to which I now turn.