Suchergebnisse

Δεν παρατίθεται περίληψη στα ελληνικά. ; Basil C. Gounaris, The Adventures of Constantis Calamattas and of other Greek Privateers in British Service (1756-1763) The story of the Angligrecs is not an untold one; nor is the name of Constantis Calamattas, a privateer from Mahon (Minorca) who raided French ships during the Seven Years War commissioned by the British Admiralty. It is, however, the first time, we learn, through the use of various British archival sources, in detail his adventures in Minorca, London, the Archipelago and Constantinople, where he ended up a prisoner of the Ottomans. The study of his correspondence with the British ambassadors reveals that bravery and a British letter of marque were not enough for a Greek Orthodox privateer to survive in the Archipelago. His protection was subjected to the complicated politics between the Levant Company and the Embassy. Curtailing French trade could be a serious threat for the provisioning of the Ottomans. Dissatisfaction also endangered British diplomatic maneuvering. To make thing even worse for Calamattas, his arrested crew participated in a slave revolt and the capture of an Ottoman man-of-war. Under these circumstances his release was not a British priority and his sympathies with the Royal Navy insufficient to get him off the Ottoman hook without the employment of bribery.

Δεν παρατίθεται περίληψη στα ελληνικά. ; The purpose of this paper is to examine the role of cultural propaganda in formulating and conducting foreign policy aiming at political supremacy and cultural penetration within the overall context of the ideological conflict between East and West during the Cold War era. Educational and cultural exchanges and other events of a nominali}'' nonpolitical nature are examined within their political context. In particular, the paper observes Anglo-Soviet relations over Greece. These relations turned increasingly hostile in mid-February 1945. Around that time a marked intensification of Soviet propaganda occurred. In July 1945, the Greek-Soviet League was established. It is interesting that, in response, the British Foreign Office concidered that the British Council in Athens should be reinforced and acquire a permanent representative. It was also decided to reopen the question of the Anglo-Greek Cultural Convention that was signed in 1940 but never ratified. This presentation seeks to examine the purpose of establishing these two cultural agencies, their staffing, the funding of their activities, the content of their cultural programmes, and the profile of their Greek supporters, both state officials and private individuals. How successful was the effort by the British Council and the Greek-Soviet League to promote their cultural programmes and what was the impact of these programmes on Greek public opinion? How did their cultural initiatives continue during the Greek Civil War? On the basis of the sources available, did each agency, and if so to what degree, enjoy the support of the country it represented? The comparative study of British and Soviet cultural propaganda in Greece will contribute to understanding the differences and similarities in the means used by each country to achieve its political ends in Greece.

Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.

Δεν παρατίθεται περἰληψη στα ελληνικά. ; Christos Loukos, The political and ideological conflicts in post-war Syros and the Hermoupolis' mayor Epaminondas Pappadam We observe, in the micro scale of Syros, the defeat of expectations held by many Greeks that after the liberation a democratic society, just to all citizens, would arise and that the new government would punish the collaborators of Italian and German conquerors and all those who became rich by exploiting the misery of the people through the black market. This article examines the short tenure of the first post-war mayor of Hermoupolis, Epaminondas Pappadam, and how his overthrow was pursued because he insisted in his democratic and antiroyalist convictions. The overthrow was prepared by individuals and groups of people who had served the Metaxas' dictatorial regime, and more than others were exposed to the accusation of collaborating with the enemy and they looked forward to the return of King George II as the only stable guarantee for maintaining their leadership role. Their aims were facilitated by the tragic events of December 1944 in Athens. Backed by the presence of several Sacred Battalion's officers, British officers and other military forces at Syros, they succeeded, not only to marginalize the EAM's small military force in the island and their supporters, but also to prohibit with offensive behavior every act which was not compatible with their aims. Under those circumstances, Pappadam should have overthrown. He was not a communist, not an EAM's supporter either, but he insisted to be against the king's return and supported the necessity of a conciliatory solution for the social and political contrasts. Besides, his overthrow would function, in a symbolic level, as a warning for forcing into obedience those, less powerful than the mayor, who resisted to the forthcoming settlement of the Greek constitutional and political issue.

Δεν παρατίθεται περίληψη στα ελληνικά. ; Alexandros N. Teneketzis, Art and Politics in Cold War. The International Sculpture Competition for the Monument to the Unknown Political Prisoner The gradual transfer of the metropolis of the western art world from Paris to New York and specifically in circles around the Museum of Modern Art (MOMA) under the leadership of Alfred H. Barr Jr. and with the theoretical foundation by Clement Greenberg, but practically under the guidance and financing from the CIA, was also visible in the case of public memory and art about the Second World War. The international institution that was the cause for the widespread diffusion of the artistic standards grown in USA was the "International Sculpture Competition for the Monument to the Unknown Political Prisoner", which was organized under the auspices of the Institute of Contemporary Arts (ICA) in London and the Tate Gallery, but actually with the encouragement, blessings and supervision of the CIA. The competition was from the beginning a large turnout and the proposals submitted until January 1953 surpassed 3.500 –mainly abstract or semi­abstract stylistic suggestions. The biggest names at the time in the international arena of sculpture in West took part, while artists from the Eastern Bloc boycotted the process. Therefore were precluded any realistic academic representative works and of course any relationship with socialist realism, giving thus the tone for both the style, and for all other future monuments in the western world. Eventually, the first prize of 2.500 pounds awarded to the British sculptor Reg Butler, unknown to the general public until that time but with a decisive commitment to abstraction. However, the work of Butler was never completed, principally because of the changing international circumstances and relationships after the death of Stalin in '53 and Khrushchev's secret speech in '56. The new "Thaw" era in East­West relations imposed the final rejection in 1960. A public monument like that of Butler's, which would refer to the previous tense situation, was no more possible. Nevertheless, the dual objective of recognition and legitimization of abstract art in the western world and at the same time of the weakening of socialist realism and therefore of communism was promoted and achieved up to a certain degree.