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Δεν παρατίθεται περίληψη στα ελληνικά. ; This paper discusses the politics of historical interpretation as manifested in E. P. Thompson's The Making of the English Working Class. The discussion addresses two main areas of interest:a. The structure of the conceptual framework that organises historical narration and grounds historical analysis and interpretation. It is argued that this framework is based on his insistence on the privileged character of historiography as a field of knowledge and as a critical perspective for social and political perspective on the one hand. The conceptual framework also consists of Thompson's conviction that in the process of class formation experience is the sine qua non historical catalyst that intervenes between the social being (modes of production) and class consciousness. These analytical inclinations are explored with reference to Thompson's engagement with the discussion over marxist reductionism on the one hand, and althusserian structuralism on the other.b. Finally, an attempt is made to trace the particularities of the historical context within which Thompson's perspective was shaped, as well as the influence that his work has had on the orientations of social studies during the period of the 1970s and 1980s.

Δεν παρατίθεται περίληψη στα ελληνικά. ; Le texte se rapporte au caractère de la lutte des producteurs du raisin sec du Nord-Est du Péloponnèse et à leurs revendications, quand, à la fin du XIXème siècle ils ont été touchés par la crise du raisin sec. Ce mouvement social sort du cadre d'une lutte des classes. Il ne s'agit pas, comme il a été dit, d'une lutte des agriculteurs contre les grands propriétaires fonciers, contre le capital ou contre l'Etat. La lutte pour sauver le raisin sec et tous ceux qui en vivaient, exprime une protestation globale de toutes les couches sociales touchées par la crise. Les populations touchées remettent leur avenir à l'Etat et à sa politique économique dont dépend leur survie. L'Etat n'est pas pris en compte comme étant l'image d'une classe souveraine, mais comme n'étant pas l'image du «monde» du raisin sec. C'est ainsi que la défense des producteurs du raisin sec du Sud du pays résonne comme une défense d'intérêts locals et communs, ayant comme mandataire direct le Parlement. Les demandes et les revendications des intéressés directs sont mises sur le tapis à travers des manifestations de combat nouvelles pour la société grecque, comme les groupements commerciaux, fonciers et agricoles, les associations, et surtout les grandes mobilisations, les manifestations massives, les décrets et les pétitions au gouvernement, au Parlement et au Roi. Toutes les couches de la société participent à cette lutte qui est menée aussi bien par les citadins que par les campagnards. Les litiges qui fleurissent ne font pas s'affronter les classes sociales, mais les différentes régions qui, selon la qualité du raisin sec qu'elles produisaient, avaient des intérêts opposés. Ces régions s'affrontaient d'une telle manière que les gens de l'époque parlaient d'une «Seconde Guerre du Péloponnèse». On mentionne notamment les positions des députés durant les débats au Parlement sur les solutions à la question du raisin sec. Il est intéressant de noter que les députés du Péloponnèse se montrent en majorité d'accord avec les revendications faites dans leur propre circonscription électorale, et non avec les positions du parti auquel ils appartenaient.

Δεν παρατίθεται περίληψη στα ελληνικά. ; The declaration of the establishment of the «Kingdom of Serbs, Groats and Slovenes» on the 1st of December, 1918 —which in 1929 was renamed to Yugoslavia— fulfilled the long standing desire for the political unification of all South-Slavs. However, the new State which apart from the three old kingdoms of Serbia, Montenegro and Croatia included the entities of the former Hungarian Vojvodina, the former Austrian Slovenia and Dalmatia and the Serbian Macedonia had to tackle certain problems. Its subjects were divided into several ethnic groups: Serbs, Croats and Slovenes —who constituted three quarters of its entire population— and Germans, Hungarians and Albanians as well as other ethnic minorities. The population of the new state was also divided into three religious categories: 47% were Orthodox Christians, 39% Catholics, and 11% Muslims. This paper attempts to analyze five constructive crises which came about in interwar Yugoslavia, and are characteristic of any modern state: 1) The crisis of identity of the state itself and of the various ethnic groups. The ideology of Yugoslavian unification failed to bridge the differences between the ethnic and religious groups; 2) The crisis of legitimacy. This is related with the nature of the regime. From 1918 until the dictatorship of 1929 twenty three governmental crises occured; 3) The crisis of integration, as reflected in the policies and the electoral results of the various political parties which had clear ethnic and geographical limits. During the interwar period none of the existing political parties attained to play this integrating role by securing mass support throughout the country; 4) The crisis of participation of individuals and social groups in controlling the public affairs and manning the state apparatus; 5) The crisis of distribution of goods and services. The ethnic and political contradictions between the Slovenes and Croats in the North and Serbs in the South resulted in the uneven development between these two geographical districts of the state.

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.