Retrospektive, year IX, number 1

Sources and bibliography

Literature

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• Approaching the Migration Experience: https://www.aheg.gr/προσεγγίζοντας-τη-
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• Berger, S. (2012). De-nationalizing history teaching and nationalizing it differently! Some reflections on how to defuse the negative potential of national(ist) history teaching. In Carretero M., Asensio M., Rodríguez-Moneo M. (Eds.), History education and the construction of national identities (pp. 33–48). Information Age Publishing.
• Bull, A.C., Hansen, H.L. & Colom-Gonzáles, F. (2022), Agonistic memory revisited, in: Berger, S. & Kansteiner, W. (eds.), Agonistic memory and the legacy of 20th century wars in Europe, Cham: Springer, 16–24.
• Bull, C. A., Hansen, H. L., (2016). “On agonistic memory”, Memory Studies, 9 (4), 390–404 DOI: 10.1177/1750698015615935
• Carretero, M., (2017). Teaching history master narratives: Fostering imagi-nations. In Carretero M., Berger S., Grever M. (Eds.), Palgrave handbook of research in historical culture and education (pp. 511–528). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_27
• Eder, K., (2006). Europe’s borders: The narrative construction of the boundaries of Europe. European Journal of Social Theory, 9(2), 255–271. https://doi.org/10.1177/1368431006063345
• Davila, D. (2013). Cultural boundaries or geographic borders? Future teachers define “American” in response to In my family/En mi familia. The 61st yearbook of the literacy research association, 260-272
• Gatsotis, P. (2024). Τhe recent Albanian migration to Greece. Didactical challenge, comparative approaches, in G. Kokkinos- E. Lemonidou, K. Kasvikis (eds.) From History to historical education, Athens: Pedio, 447-470 (in Greek)
• Georgiadis, F., Zisimos, A. (2009). “‘Border Crossing’ of History Education in Multicultural School Contexts in Greece: An Intercultural Approach”, The International Journal of Learning: Annual Review 16 (1): 153-168. doi:10.18848/1447-9494/CGP/v16i01/46088
• Κόκκινος Γ. (2006). Αρχική κατάρτιση, στάσεις και αντιστάσεις των εκπαιδευτικών που διδάσκουν Ιστορία. Παιδαγωγικά ρεύματα στο Αιγαίο, 2(1), 5–11. https://doi.org/10.12681/revmata.30942 (in Greek). (Kokkinos, G., (2006). Initial Training, Attitudes and Resistance of history teachers , in Paedagogical Trends in Aegean), 2(1), 5–11
• Novelli, M., Lopes-Cardoso, M., Smith, A. (2017) “The 4Rs framework: analysing education’s contribution to sustainable peace-building with social justice in conflict –affected contexts”, Journal on Education in Emergencies, Vol. 3, No. 1, 14-43
• O.H.T.E. (2023). OHTE General Report on the History Teaching, in Europe, Vol. 1, Comparative Analysis, Council of Europe https://rm.coe.int/2023-coe-ohte-general-report-en-volume-1/1680b17530
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• Parellada, C., Carretero, M., & Rodríguez-Moneo, M. (2020). Historical borders and maps as symbolic supports to master narratives and history education. Theory & Psychology, 31(5), 763-779. https://doi.org/10.1177/0959354320962220
• Polman, J. L. (2001). Historical Learning and Identity Development on the Borders of School. Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). https://files.eric.ed.gov/fulltext/ED478393.pdf
• Repoussi, M. (2011), “History Education in Greece” in E. Erdmann & W. Hasberg (eds), Facing, Mapping, Bridging Diversity. Foundation of a European Discourse on History Education, Wochen Schau Wissenschaft, p. 329-370
• Sakka, V., (2021). «Cracking the Canon, Escaping Curriculum», Public History Weekly 9, 4, (2021), dx.doi.org/10.1515/phw-2021-18409
• Sakka, V, Karakatsani, D., (2015). Citizenship and History Teaching: attitudes and beliefs of secondary education history teachers in Messinia. Approaching controversial and traumatic topics in school and the necessity of reforming history curriculum and teacher training, in G. Bikos, (ed.). Citizenship Education: teaching, educating, cultivating…, Athens: Grigoris Editions, 102-114 (in Greek)
• Sakka, V. – Brentanou, K., (2012). Teaching History in Greek Schools: Adventures of a “Fresh” History Curriculum for Compulsory Education. Another Lost Chance?, THE 13th INTERNATIONAL CONFERENCE OF ISSEI, International Society for the Study of European Ideas in cooperation with the University of Cyprus
• Seixas, P. & Morton,T. (2012). The Big Six Historical Thinking Concepts, Canada: Nelson
• Stevic, D., (2018). How does education about Holocaust advance global citizenship education, Unesco, Unesdoc-Digital Library, available at https://unesdoc.unesco.org/ark:/48223/pf0000261969 [access 15/10/2025].
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• Van Alstein, M., (2019) Controversy and Polarization in the Classroom. Suggestions for Pedagogical Practice, Brussels: Flemish Peace Institute
• Van Alstein, M., (2022) Polarization and Conflict. A non – violent approach, Brussels: Flemish Peace Institute
• Wertsch J. V. (2018). National memory and where to find it, Wagoner B. (ed.), Handbook of culture and memory (pp. 259–281). Oxford University Press. https://doi.org/10.1093/oso/9780190230814.003.0012
• Wineburg, S. (2018). Why learn history when it’s already on your phone? Chicago and London: University of Chicago Press
• Zembylas, M., Bekerman, Zvi, (2016) “Key Issues in Critical Peace Education Theory and Pedagogical Praxis: Implications for Social Justice and Citizenship Education”, A. Peterson, R. Hattam, M. Zembylas, J. Arthur, (eds) The Palgrave International Handbook of Education for Citizenship and Social Justice. London: Palgrave Macmillan, 265-284 https://doi.org/10.1057/978-1-137-51507-0_13