Comparison of greek primary education curricula in terms of philosophical orientations: a critical approachThe purpose of the article is to contribute to the criticism of the Greek Curricula (CA) of Primary Education Cross-Thematic Curriculum Framework (C

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Δημοσιευμένα: Ιαν 2, 2026
DOI: https://doi.org/10.12681/keimena-paideias.42650
Μαρίνα Σούνογλου
https://orcid.org/0000-0001-9235-2908
Περίληψη

The purpose of the article is to contribute to the criticism of the Greek Curricula (CA) of Primary Education Cross-Thematic Curriculum Framework (CTCF)-CA (2003) and new Curricula (2021), in order to identify issues of sequences or changes in the context.Initially, the operational definition and research in the field of study of CAs is established and the context in which CAs are reformed is presented. The methodology applied was based on the content analysis in the light of critical pedagogy.From the comparative study of the teaching subjects of the CAs (2003 & 2021) issues of sequence and change emerge which are discussed globally in the framework of the CAs theory. The scopes and the philosophical orientations as analyzed and used in the official texts are not consistent with the purposes and contents as they are listed in the teaching subjects. The educational policy is technocratically aimed at social efficiency and not at social justice as it is claimed in CA.


Adamson, B. & Morris, M. (2007). Comparing curricula. In M. Bray, B. Adamson & M.


Mason (Eds.), Comparative Education Research Approaches and Methods, 19, 263-282. Springer: CERC Studies in Comparative Education.


Au, W. (2022). Unequal by design: High-stakes testing and the standardization of inequality. Routledge.


Au, W. (2024). New tests, same old problems: how high-stakes standardized tests have always reproduced inequity. Horizontes, 42(1), e023083-e023083.


Bobbit, F. (2004), Scientific method in curriculum-making. In D.Flinders & S. Thornton (Eds) The curriculum studies reader, New York: Routledge, 9-16.


Bourdieu, P. (2011). The forms of capital.(1986). Cultural theory: An anthology, 1(81-93), 949.


European Commission. (2016). New skills agenda for Europe: Working together to boost human capital, employability and competitiveness. Retrieved from: https://eur-lex.europa.eu/legal-con- tent/EL/TXT/PDF/?uri=CELEX:52016DC0381&from=EN


Filippou, S. & Karagiorgi, G. (2014). Philosophical orientations of elementary school curricula in Cyprus (1996/2010) Comparative and International Educational Review, 14, 63-100. http://cier.edu.gr/wp-content/uploads/TEYXOS-22-4.pdf


Flouris, G. (2008). Analytical programs for a new era in education. Athens: Grigoris Publications. 


Gounari, P., Grollios, G. (Ed.) (2010). Critical Pedagogy. Athens: Gutenberg.


Grollios, G. (2011). Progressive education and curriculum. Thessaloniki: Epikentro


Grollios, G. (2022a). Assessment and differentiated teaching in the new Primary School Curricula, Educational Review, 73, 11-24.


Grollios, G. (2022b). The Visual Design of the New Study Programs, Bookmark (Selidodeiktis),16, 10-16.


Grollios, G. & Gounari, P. (2015). The Design of New Study Programs in Greek Compulsory Education. Proceedings of the 7th Scientific Conference on the History of Education with International Participation 'Which Knowledge Has the Most Value?’, 9–17. https://www.e-lesxi.gr/o-schediasmos-ton-neon-programmaton-sp/


Grollios. G. & Gounari, P. (2016). Liberating and Critical Pedagogy in Greece: Historical routes and perspective. Athens: Gutenberg.


Hatzigeorgiou, G. (2004). Know the curriculum. Athens: Atrapos.


Hill, D. (2007). Critical teacher education, new labour, and the global project of


neoliberal capital, Policy Futures in Education, 5(2) p.204-225.


Institute of Educational Policy (I.E.P.). (2023). Act "Upgrading the Study Programs and Creating Educational Materials for Primary and Secondary Education" - MIS: 5035542 Second Edition, 2022, Athens.


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Nicosia.


Matsaggouras, H. (2009). Introduction to the Sciences of Pedagogy. Athens: Gutenberg. 


Pedagogical Institute. (2003). Cross-Thematic Curriculum Framework-Curricula (CTCF-CA/DEPPS-APS). Athens: Pedagogical Institute, Ministry of National Education and Religious Affairs. 


Pinar, W.F., Reynolds, W.M., Slattery, P. & Taubman, P.M. (2008). Understanding curriculum? an introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.


Marsh, C. J. & Willis, G. (2007). Curriculum: alternative approaches, ongoing issues. New Jersey: Pearson Education Inc.


Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.). (2021). Curriculum making in Europe: Policy and practice within and across diverse contexts. Emerald Publishing Limited.


Pyrgiotakis, I. E. (2009). Introduction to Pedagogical Science. Athens: Ellinika Grammata.


Rikowski, G. (2020). Education and the Tragedy of Labour. DOI:10.13140/RG.2.2.13584.23046


Rodríguez, E. (2008). Engaging and transforming the discourse of neoliberalism in education: A possibility for international solidarity. Journal of Curriculum Theorizing, 24(1), 47-59.


Author/ (2024)

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Οι Συγγραφείς που δημοσιεύουν εργασίες τους σε αυτό το περιοδικό συμφωνούν στους παρακάτω όρους:

  1. Οι Συγγραφείς διατηρούν τα Πνευματικά Δικαιώματα και χορηγούν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης ενώ ταυτόχρονα τα πνευματικά δικαιώματα της εργασίας προστατεύονται σύμφωνα με την Creative Commons Attribution License που επιτρέπει σε τρίτους - αποδέκτες της άδειας να χρησιμοποιούν την εργασία όπως θέλουν με την προϋπόθεση της διατήρησης των διατυπώσεων που προβλέπονται στην άδεια σχετικά με την αναφορά στον αρχικό δημιουργό και την αρχική δημοσίευση σε αυτό το περιοδικό.
  2. Οι Συγγραφείς μπορούν να συνάπτουν ξεχωριστές, και πρόσθετες συμβάσεις και συμφωνίες για την μη αποκλειστική διανομή της εργασίας όπως δημοσιεύτηκε στο περιοδικό αυτό (π.χ. κατάθεση σε ένα ακαδημαϊκό καταθετήριο ή δημοσίευση σε ένα βιβλίο), με την προϋπόθεση της αναγνώρισης και την αναφοράς της πρώτης δημοσίευσης σε αυτό το περιοδικό.
  3. Το περιοδικό επιτρέπει και ενθαρρύνει τους Συγγραφείς να καταθέτουν τις εργασίες τους μέσω διαδικτύου (π.χ. σε ένα ακαδημαϊκό καταθετήριο ή στους προσωπικές τους ιστοσελίδες) πριν και μετά από τις διαδικασίες της δημοσίευσης, καθώς αυτό μπορεί να οδηγήσει σε παραγωγική ανταλλαγή ιδεών και σκέψεων καθώς επίσης και σε γρηγορότερη και μεγαλύτερη χρήση και ευρετηρίαση της δημοσιευμένης εργασίας (See The Effect of Open Access).
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Adamson, B. & Morris, M. (2007). Comparing curricula. In M. Bray, B. Adamson & M.
Mason (Eds.), Comparative Education Research Approaches and Methods, 19, 263-282. Springer: CERC Studies in Comparative Education.
Au, W. (2022). Unequal by design: High-stakes testing and the standardization of inequality. Routledge.
Au, W. (2024). New tests, same old problems: how high-stakes standardized tests have always reproduced inequity. Horizontes, 42(1), e023083-e023083.
Bobbit, F. (2004), Scientific method in curriculum-making. In D.Flinders & S. Thornton (Eds) The curriculum studies reader, New York: Routledge, 9-16.
Bourdieu, P. (2011). The forms of capital.(1986). Cultural theory: An anthology, 1(81-93), 949.
European Commission. (2016). New skills agenda for Europe: Working together to boost human capital, employability and competitiveness. Retrieved from: https://eur-lex.europa.eu/legal-con- tent/EL/TXT/PDF/?uri=CELEX:52016DC0381&from=EN
Filippou, S. & Karagiorgi, G. (2014). Philosophical orientations of elementary school curricula in Cyprus (1996/2010) Comparative and International Educational Review, 14, 63-100. http://cier.edu.gr/wp-content/uploads/TEYXOS-22-4.pdf
Flouris, G. (2008). Analytical programs for a new era in education. Athens: Grigoris Publications.
Gounari, P., Grollios, G. (Ed.) (2010). Critical Pedagogy. Athens: Gutenberg.
Grollios, G. (2011). Progressive education and curriculum. Thessaloniki: Epikentro
Grollios, G. (2022a). Assessment and differentiated teaching in the new Primary School Curricula, Educational Review, 73, 11-24.
Grollios, G. (2022b). The Visual Design of the New Study Programs, Bookmark (Selidodeiktis),16, 10-16.
Grollios, G. & Gounari, P. (2015). The Design of New Study Programs in Greek Compulsory Education. Proceedings of the 7th Scientific Conference on the History of Education with International Participation 'Which Knowledge Has the Most Value?’, 9–17. https://www.e-lesxi.gr/o-schediasmos-ton-neon-programmaton-sp/
Grollios. G. & Gounari, P. (2016). Liberating and Critical Pedagogy in Greece: Historical routes and perspective. Athens: Gutenberg.
Hatzigeorgiou, G. (2004). Know the curriculum. Athens: Atrapos.
Hill, D. (2007). Critical teacher education, new labour, and the global project of
neoliberal capital, Policy Futures in Education, 5(2) p.204-225.
Institute of Educational Policy (I.E.P.). (2023). Act "Upgrading the Study Programs and Creating Educational Materials for Primary and Secondary Education" - MIS: 5035542 Second Edition, 2022, Athens.
Ioannidou-Koutselinis, M. (2001). Program Development: Theory-research-practice.
Nicosia.
Matsaggouras, H. (2009). Introduction to the Sciences of Pedagogy. Athens: Gutenberg.
Pedagogical Institute. (2003). Cross-Thematic Curriculum Framework-Curricula (CTCF-CA/DEPPS-APS). Athens: Pedagogical Institute, Ministry of National Education and Religious Affairs.
Pinar, W.F., Reynolds, W.M., Slattery, P. & Taubman, P.M. (2008). Understanding curriculum? an introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
Marsh, C. J. & Willis, G. (2007). Curriculum: alternative approaches, ongoing issues. New Jersey: Pearson Education Inc.
Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.). (2021). Curriculum making in Europe: Policy and practice within and across diverse contexts. Emerald Publishing Limited.
Pyrgiotakis, I. E. (2009). Introduction to Pedagogical Science. Athens: Ellinika Grammata.
Rikowski, G. (2020). Education and the Tragedy of Labour. DOI:10.13140/RG.2.2.13584.23046
Rodríguez, E. (2008). Engaging and transforming the discourse of neoliberalism in education: A possibility for international solidarity. Journal of Curriculum Theorizing, 24(1), 47-59.
Author/ (2024)