Abstract:

This study –under the framework of Feminist Pedagogy- examines the way in which educational practices support the relation between power and knowledge through the history, one of the strongest sex discrimination fields. The essential changes in the quest and methodology of the historical science are creating changes for the position and role of woman and gender in school history as well as in the creation of history textbooks. Simultaneously, in the field of evaluation there is currently an international discussion presenting new facts. The newly emerged approach of the Feminist Evaluation puts “woman” and “gender” in the centre of the procedure. According to the principles of feminist evaluation, the goal of the whole procedure lies in the definition of the value and quality of a program or phenomenon. The basic difference is that special emphasis is put on sex related issues, female needs and the promotion of changes regarding their rights.
On the basis of such an evaluating approach, contemporary Greek Cross-Thematic Curriculum of History in Primary and Secondary Education was analyzed (documentary analysis). Furthermore, the position of women and gender in the Greek textbooks of history is presented while an attempt is made to evaluate the effects of the specific educational socialization in the creation of the new Greek/ European identity.