The Cypriot State(s) in situ : Cross-ethnic Contact and the Discourse of Recognition

Constantinou, Costas M.; Papadakis, Yiannis

doi:10.1080/713669077

Cited by 41 publications

(14 citation statements)

References 5 publications

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“…Psychological, sociological and anthropological studies have indicated the impact of the Cyprus problem among its Greek-Cypriot and Turkish-Cypriot communities and have identified the degree, depth and content of the largely nationalistic, stereotypical and hostile ways in which the two (adult) communities construct each other (see e.g. Mack, 1979;Papadakis, 1993Papadakis, , 1995Kizilyürek & Hadjipavlou-Trigeorgis, 1997;Constantinou & Papadakis, 2001). However, there is a dearth of research among children.…”

Section: The Study Of Children's Identities In Cyprusmentioning

confidence: 95%

Constructing national and European identities: the case of Greek‐Cypriot pupils

Philippou

2005

Educational Studies

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The European Union's increasing attention to social and cultural matters has been expressed through the notions of European citizenship and identity which are to be developed among children, adolescents and adults. Whether, and if so, how, children perceive a European identity to coexist with national identities is a challenging and relatively under-studied question. This paper presents part of the findings of a study conducted in December 2000 which explored the ways in which 140 10-year-old Greek-Cypriot pupils constructed their national and European identities. Results indicated that, despite positive attitudes towards Europe, pupils attributed little significance to the European identity, whereas national identities were extremely important. The discourse developed revealed essentialist and a-historical representations of national identity, and an instrumentalist approach to Europe. Social psychological insights from self-categorization theory are employed to explore whether the two identities were construed as in the same or different typical levels of abstraction. These findings are discussed within the broader socio-political context of Cyprus and European integration.

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Section: The Study Of Children's Identities In Cyprusmentioning

confidence: 95%

Constructing national and European identities: the case of Greek‐Cypriot pupils

Philippou

2005

Educational Studies

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“…It is important to also recognize that the same traumatic memories may produce different outcomes; for the Zionist movement the Holocaust became the ultimate justification in their claims for an independent state and their positioning as the only victim, while the Ultra-orthodox Naturei Karta found in it the return to Zion a rebellion against the divine decree of exile thus exposing themselves to more divine retribution (Boyarin & Boyarin, 1995;Ophir, 2000). Similarly, for the Greek-Orthodox Church and the Greek-Cypriot Right (strongly nationalist), the Turkish invasion was another example indicating that Turkey is an inherently barbaric and expansionist country and the only available option is resisting this barbarism; in contrast, the Greek-Cypriot left-wingers who had the best relations with Turkish-Cypriots in the past and sometimes found themselves victims of right-wing nationalist violence adopted a discourse of rapprochement with Turkish-Cypriots (Constantinou, 2001;Papadakis, 1998). The workings of essentialist meanings about collective memories are so deeply ingrained in a nation's foundations and are cited so many times throughout many levels of society (Kumashiro, 2002) that it is just too difficult to create openings.…”

Section: Toward a Pedagogy Of Dangerous Memories: Struggling For Anammentioning

confidence: 99%

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Zembylas

Bekerman

2008

Curriculum Inquiry

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The purpose of this article is to explore the meanings and implications of dangerous memories in two different sites of past traumatic memories: one in Israel and the other in Cyprus. Dangerous memories are defined as those memories that are disruptive to the status quo, that is, the hegemonic culture of strengthening and perpetuating existing group-based identities. Our effort is to outline some insights from this endeavor-insights that may help educators recognize the potential of dangerous memories to ease pain and offer hope. First, a discussion on memory, history and identity sets the ground for discussing the meaning and significance of dangerous memories in the history curriculum. Next, we narrate two stories from our longitudinal ethnographic studies on trauma and memory in Israel and Cyprus; these stories are interpreted through the lens of dangerous memories and their workings in relation to the hegemonic powers that aim to sustain collective memories. The two different stories suggest that collective memories of historical trauma are not simply "transmitted" in any simple way down the generations-although there are powerful workings that support this transmission. Rather, there seems to be much ambivalence in the workings of memories that under some circumstances may create openings for new identities. The final section discusses the possibilities of developing a pedagogy of dangerous memories by highlighting educational implications that focus on the notion of creating new solidarities without forgetting past traumas. This last section employs dangerous memories as a critical category for pedagogy in the context of our general concern about the implications of memory, history and identity in educational contexts.All memory is individual, unreproducible-it dies with each person. What is called collective memory is not a remembering but a stipulating: that this is important, and

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“…27. For more details on the positions of various parties in both sides towards bi-communal events and the politics of supporting or obstructing such initiatives, see Constantinou and Papadakis (2001). 28.…”

Section: Resultsmentioning

confidence: 99%

Nation, narrative and commemoration: political ritual in divided Cyprus

Papadakis

2003

History and Anthropology

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This article examines the issue of political commemoration, focusing on the commemorations organized by different political parties in the two sides of divided Cyprus. It suggests a new analytical framework for the study of ritual in contemporary nation-states that moves beyond the usual examination of any single ritual on its own terms. The use of comparison, both within each side and between the two sides, reveals how political actors stage commemorations of different historical events in order to propose contesting historical narratives. Hence, the meaning of any commemorative ritual can be understood only as part of the broader story that each narrative proposes. The historical narratives proposed by different political actors share certain common characteristics by virtue of all employing the narrative form: a beginning, a plot, certain categories of actors, the spatial location where history unfolds, the moral centre through which events are to be evaluated and the end. However, each narrative suggests a different story through which issues of identity and "otherness", self-justification and blame are negotiated in order to define the "imagined community" of the nation, its enemies and its pertinent history.

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The Cypriot State(s) in situ : Cross-ethnic Contact and the Discourse of Recognition

Cited by 41 publications

References 5 publications

Constructing national and European identities: the case of Greek‐Cypriot pupils

Constructing national and European identities: the case of Greek‐Cypriot pupils

Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope

Nation, narrative and commemoration: political ritual in divided Cyprus

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