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Fifty years after the production of Circular 10/65, which confirmed comprehensive education as the national policy for secondary education in England and Wales, it is possible to trace the idea of comprehensive education from the 1940s to the 1960s, to understand the position of the Labour Party in its development, and to assess the nature of the contribution of Circular 10/65 itself to comprehensive education in Britain. There were strong connections between the 1944 Education Act and Circular 10/65. In particular, Michael Stewart, the Labour Party education policy review of 1957–1958, and the 1958 report Learning to Live that arose from this, played a key mediating role. Awareness of public opinion through the then novel device of market research and a determination to consolidate ambitious reforming ideals into a practical strategy for educational reform over the longer term formed part of the party’s revisionist approach under Hugh Gaitskell, and helped to provide the basis for Labour’s policy on comprehensive education when it returned to power in 1964. [ABSTRACT FROM PUBLISHER]

Greek historiography of interwar education policy unproblematically accepts the assumption that the bone of contention between the ‘Liberal demoticists’ and the ‘Conservative purists’ was the language issue; particularly whetherdemoticorkatharevousashould be the language of instruction in schooling. This paper aims to challenge this assumption arguing that neither were the camps as homogeneous as has been traditionally assumed nor was the language what ultimately provoked the controversy. What was at stake here was the national and social ideology of education. [ABSTRACT FROM PUBLISHER]

The author takes a fresh look at the contract forged between the Greek state and the American School of Classical Studies at Athens for the excavations of the Athenian Agora. Clashes with evicted locals and the pervasive tensions that accompanied the affair are most commonly seen as a confrontation between colonialist scholarly interests and mundane local concerns. The relationship, however, was more complex. A process of double colonization was in operation, one driven both by the ideals of Hellenism and by the apparatus of modernist archaeology. National and colonial archaeologies are not distinct forms, but hybrid expressions of the same phenomenon: Western capitalist modernity. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate how the 'historical argument', namely references to the educational policies and practices of other historical periods, was used by Greek politicians in the framework of the 1985 and 1997-1998 educational reforms. Employing the method of quantitative and qualitative content analysis, the authors attempt, on the basis of original sources (parliamentary debates/minutes) both to count and interpret the historical references. [ABSTRACT FROM AUTHOR]