History pedagogic practices in Greek supplementary schools in England, past and present

This study was conducted at an important chronological turning point with regard to the structure of the Greek community and Greek supplementary schools in the UK. This paper, following a mixed-methods methodology, aims to examine whether pedagogic practices and norms of the past that took place in Greek supplementary schools continue to exist today, in a word of continuous socio-political changes. This is undertaken with a retrospective examination of the education of Greek immigrant children in the UK in the past, an examination of how pre-existing, primordial notions of culture and ethnicity influence pedagogic practices and how these influence students' motivation and identity development at present. The findings call for a revisiting of policies, as well as curricular and pedagogic practices in Greek supplementary education, in order to reflect the current fluid and constantly changing context.