Marginalized transnational futures and history education for refugees in Greece
Marginalized transnational futures and history education for refugees in Greece

Summary/Abstract: History education in Greece has long been engaged in nation-building, but current political and social developments call for the internationalization of its contents. Efforts have been made in the past to enable immigrant student participation, both in other school subjects and in history. However, in all its aspects, the educational system aims to instil a national Greek identity, and especially in the case of the history curriculum, a national Greek memory. The current refugee flow in Greece and other European countries calls for a different approach to the contents and teaching methodology of history, which will consider refugees’ precarious transnational future stemming from their legal status. In the present paper, I will argue in favour of a differentiated approach to history education for refugee students, considering the particularities of their legal status and its consequent effects on their personal and social identity development.

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