Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.784545
Title: Policy change in literacy education : a multi-dimensional approach to the production of the 2010 Greek-language syllabus in Cyprus
Author: Magklara, Maria
ISNI:       0000 0004 7970 0949
Awarding Body: King's College London
Current Institution: King's College London (University of London)
Date of Award: 2019
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Abstract:
This thesis investigates the 2008-2010 curriculum reform carried out in the Republic of Cyprus, focusing on the development of the Greek-language syllabus and the resultant impact on Greek-Cypriot literacy pedagogy. The project aims to explore the efforts, tensions and exclusions involved in the introduction of critical literacy pedagogy. This change in policy marked a historical moment for formal Greek-Cypriot education, since, for the first time in the Republic's history, the Greek-language syllabus focused on developing the critical voice of children, emphasised civic-based virtues and promoted progressive pedagogic practices. These points of emphasis marked a departure from the traditional focus on ethnocentric values, primarily the Greek heritage of Greek-Cypriots. To investigate the complexities of the policy change, this thesis draws on key policy documents, archives from the Ministry of Education and Culture (MoEC), elite interviews with policy makers, and my first-hand experience as an administration officer at the MoEC and a member of the teachers' committee for the production of the Greek-language syllabus. Drawing on insights from historical ethnography, as well as analytical tools from linguistic anthropology on textual processes and trajectories, my thesis explores the complex politico-ideological and institutional contexts, the peopled and textual processes involved in the curriculum reform, as well as the impact of the above on the development of Greek-language policy. Academic studies on the introduction of the Greek-language syllabus have focused mainly on text-based analyses of the wider politico-ideological and pedagogical processes. However, it is also important to look at how these processes are manifested in the local practices of curriculum development. I will argue that the policy change involved differing, and at times, competing understandings of the policy process; a strong influence from university academics; and the micro-politics of debates around who should be engaged in the process of curriculum development. This investigation builds upon recent Greek-Cypriot literature which investigates local practices of policy development, but my study looks beyond the role of teachers to the complexity of negotiations among the policy actors of the curriculum review.
Supervisor: Rampton, Benjamin Michael Helyer ; Georgakopoulou-Nunes, Alexandra Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.784545  DOI: Not available
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