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.
Zoi Mella, The Greek Civil War and the Spanish Press during Franco's DictatorshipIn this article we would like to approach a quite unknown subject: the presence of the Greek Civil War in the Spanish Press. Our objective was to ascertain the impact this event had at the post war Spanish Press. How would react Spain in view of such a confrontation, especially since it had already experimented a Civil War? It was a complicated period for Greece, as well as for Spain, a time when both countries experienced problems of different nature but equally serious: Greece was suffering the devastating consequences of the Second World War and Spain was trying to encounter the contempt of the international political world. The Greek Civil War was the first confrontation between two worlds that were exiting reinforced from the Second World War. It became the field of conflict between the USSR and the Anglo-Saxon allies during several years. The interior problem of some rebels, who couldn't, or wouldn't, adapt themselves to the new post war situation or were discontented with the new regime, was transformed to an international matter of great impact, that managed to confront USSR, on one hand, and the US and Great Britain, on the other, in the International Organism of the United Nations. Our interest was centred in the various approaches that the newspapers and the magazines of the time made. Moreover we were interested in the points of view and the conclusions manifested by the diverse papers, according to their political and ideological affinities, without forgetting the strict regime of control and censure that was in force at that moment. This investigation forms part of a broader subject that is the bilateral relations of these two countries, rather different at first sight, that during the XX century were affected by very similar events, such as a civil war. ; Zoi Mella, The Greek Civil War and the Spanish Press during Franco's DictatorshipIn this article we would like to approach a quite unknown subject: the presence of the Greek Civil War in the Spanish Press. Our objective was to ascertain the impact this event had at the post war Spanish Press. How would react Spain in view of such a confrontation, especially since it had already experimented a Civil War? It was a complicated period for Greece, as well as for Spain, a time when both countries experienced problems of different nature but equally serious: Greece was suffering the devastating consequences of the Second World War and Spain was trying to encounter the contempt of the international political world. The Greek Civil War was the first confrontation between two worlds that were exiting reinforced from the Second World War. It became the field of conflict between the USSR and the Anglo-Saxon allies during several years. The interior problem of some rebels, who couldn't, or wouldn't, adapt themselves to the new post war situation or were discontented with the new regime, was transformed to an international matter of great impact, that managed to confront USSR, on one hand, and the US and Great Britain, on the other, in the International Organism of the United Nations. Our interest was centred in the various approaches that the newspapers and the magazines of the time made. Moreover we were interested in the points of view and the conclusions manifested by the diverse papers, according to their political and ideological affinities, without forgetting the strict regime of control and censure that was in force at that moment. This investigation forms part of a broader subject that is the bilateral relations of these two countries, rather different at first sight, that during the XX century were affected by very similar events, such as a civil war.
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.
