Suchergebnisse

Konstantinos Katsoudas, "A Dictatorship that is not a Dictatorship". Spanish Nationalists and the 4th of August The Spanish Civil War convulsed the international public opinion and prompted most foreign governments to take measures or even intervene in the conflict. Greek entanglement either in the form of smuggling war materiel or the participation of Greek volunteers in the International Brigades has already been investigated. However, little is known about a second dimension of this internationalization of the war: the peculiar forms that the antagonism between the two belligerent camps in foreign countries took. This paper, based mainly on Spanish archival sources, discusses some aspects of the activity developed in Greece by Franco's nationalists and the way Francoist diplomats and emissaries perceived the nature of an apparently similar regime, such as the dictatorship led by general Metaxas. The main objectives of the Francoist foreign policy were to avoid any escalation of the Spanish civil war into a world conflict, to secure international assistance for the right-wing forces and to undermine the legitimacy of the legal Republican government. In Greece, an informal diplomatic civil war broke out since Francoists occupied the Spanish Legation in Athens and Republicans took over the Consulate in Thessaloniki. The Francoists combined public and undercover activity: they worked hard to achieve an official recognition of their Estado Nuevo, while at the same time created rings of espionage and channels of anticommunist propaganda. The reason of their partial breakthroughs was that, contrary to their Republican enemies, the Nationalists enjoyed support by a significant part of the Greek political world, which was ideologically identified with their struggle. Francoist anti-communism had some interesting implications for Greek politics. An important issue was the Francoist effort to reveal a supposed Moscow-based conspiracy against Spain and Greece, both considered as hotbeds of revolution in the Mediterranean, in order to justify both Franco's extermination campaign and Metaxas' coup. Although this effort was based on fraudulent documents, forged by an anti-Bolshevik international organization, it became the cornerstone of Francoist and Metaxist propaganda. General Metaxas was the only European dictator to invoke the Spanish Civil War as a raison d'etre of his regime and often warned against the repetition of Spanish-like drama on Greek soil. Nevertheless he did not approve of Franco's methods and preferred Dr. Salazar's Portugal as an institutional model closer to his vision. For Spanish nationalist observers this was a sign of weakness. They interpreted events in Greece through the disfiguring mirror of their own historic experience: thus, although they never called in question Metaxas' authoritarian motives, the 4th of August regime was considered too mild and soft compared to Francoism (whose combativeness and fanaticism, as they suggested, the Greek General should have imitated); it reminded them the dictatorship founded in Spain by General Primo de Rivera in 1920s, whose inadequacy paved the way for the advent of the Republic and the emergence of sociopolitical radicalism. Incidents of the following years, as Greece moved towards a civil confrontation, seemed to strengthen their views. ; Konstantinos Katsoudas, "A Dictatorship that is not a Dictatorship". Spanish Nationalists and the 4th of AugustThe Spanish Civil War convulsed the international public opinion and prompted most foreign governments to take measures or even intervene in the conflict. Greek entanglement either in the form of smuggling war materiel or the participation of Greek volunteers in the International Brigades has already been investigated. However, little is known about a second dimension of this internationalization of the war: the peculiar forms that the antagonism between the two belligerent camps in foreign countries took. This paper, based mainly on Spanish archival sources, discusses some aspects of the activity developed in Greece by Franco's nationalists and the way Francoist diplomats and emissaries perceived the nature of an apparently similar regime, such as the dictatorship led by general Metaxas. The main objectives of the Francoist foreign policy were to avoid any escalation of the Spanish civil war into a world conflict, to secure international assistance for the right-wing forces and to undermine the legitimacy of the legal Republican government. In Greece, an informal diplomatic civil war broke out since Francoists occupied the Spanish Legation in Athens and Republicans took over the Consulate in Thessaloniki. The Francoists combined public and undercover activity: they worked hard to achieve an official recognition of their Estado Nuevo, while at the same time created rings of espionage and channels of anticommunist propaganda. The reason of their partial breakthroughs was that, contrary to their Republican enemies, the Nationalists enjoyed support by a significant part of the Greek political world, which was ideologically identified with their struggle. Francoist anti-communism had some interesting implications for Greek politics. An important issue was the Francoist effort to reveal a supposed Moscow-based conspiracy against Spain and Greece, both considered as hotbeds of revolution in the Mediterranean, in order to justify both Franco's extermination campaign and Metaxas' coup. Although this effort was based on fraudulent documents, forged by an anti-Bolshevik international organization, it became the cornerstone of Francoist and Metaxist propaganda. General Metaxas was the only European dictator to invoke the Spanish Civil War as a raison d'etre of his regime and often warned against the repetition of Spanish-like drama on Greek soil. Nevertheless he did not approve of Franco's methods and preferred Dr. Salazar's Portugal as an institutional model closer to his vision. For Spanish nationalist observers this was a sign of weakness. They interpreted events in Greece through the disfiguring mirror of their own historic experience: thus, although they never called in question Metaxas' authoritarian motives, the 4th of August regime was considered too mild and soft compared to Francoism (whose combativeness and fanaticism, as they suggested, the Greek General should have imitated); it reminded them the dictatorship founded in Spain by General Primo de Rivera in 1920s, whose inadequacy paved the way for the advent of the Republic and the emergence of sociopolitical radicalism. Incidents of the following years, as Greece moved towards a civil confrontation, seemed to strengthen their views.

Δεν παρατίθεται περίληψη στα Ελληνικά. ; In the years 1830-1860 the formation of the newly established Greek State was based theoretically and practically on the political views of 19th century European liberalism. In accordance to the liberal beliefs, the Greek state political power was based on a small section of the adult male population. This section disposed additional economic and cultural qualifications compared to the rest of the population of the country. It is worthnoting that only to the above mentioned section of the population the state recognized full civil and political rights. In this context the term eligible citizens is used to describe those social strata which held the above mentioned special qualifications. In view of these qualifications the eligible citizens could not only exercise their electoral rights but they could be also elected or appointed as political, magisterial or administrative officials. Within the framework of the historical study of social stratification in the Greek society, during the period 1830-1860, it is worth concentrating on the analysis of historical sources relevant to the eligible citizens. These sources should supply information about the economic and cultural characteristics of these citizens. Based on this type of approach we present in this study the catalogues of candidate jurymen in the period 1849-1861 concentrating on the analysis of the year 1860. These catalogues constitute an important source of information about the characteristics of the eligible citizens. The candidate jurymen catalogues, for the year 1860, include information regarding the value of estate property, income, profession, age and place of inhabitancy for 8.337 adult men. These men amount to the 3.4% of the over 25 years old male population of the country in 1860. The quantitative analysis of the above mentioned catalogues led to the following general conclusions: In 1860 the greatest percentage of the eligible citizens derived from the middle social strata of property owners and income earners. These strata included mainly land owners, wealthy farmers and merchants. But there was also a much smaller section of social strata of wealthy men who possessed a relatively large amount of estate property and income of the country. The sharp economic inequality observed among the eligible citizens of the country permits the assumption that there was also among them a sharp social inequality. According to this we propose the continuation of the research with a more detailled study. This study will examine particular aspects of economic and social inequalities between the lower, the middle and the higher social strata. The same study will also examine in detail the regional aspect of these inequalities.

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.