A Sociological Approach of the Art Curriculum in Greek Primary Education: The Subject’s Social Status in the Intented and Implemented Curriculum

By Gerasimos Koustourakis.

Published by The Arts Collection

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Article: Electronic $US5.00

This study approaches the contemporary Art curriculum of the Greek Primary Education that was established in 2003 as implementation of the decisions of the European Union’s leaders in Lisbon (2000). These decisions induced the Greek educational policy reforming the compulsory education’s curricula. We consider Art Primary School curriculum as socially organized knowledge and Basil Bernstein’s sociological theory on pedagogic code and curriculum is utilized. We tried to answer the following questions: How Art knowledge is stratified in the cases of current Greek Primary Education Curriculum and school practice and why? And, which are the relationships between the content of the Art and other subjects of the Primary Education Curriculum? Therefore the purpose of this paper is to investigate the intentented and the implemented Art curriculum of the Greek Primary Education. The former declares the Art official school knowledge discourse and the latter expresses the recontextualization of this discourse in the micro-level of the real school practice.

Keywords: Art Curriculum, Primary School, Greece, Pedagogic Code

International Journal of the Arts in Society, Volume 6, Issue 6, pp.31-42. Article: Print (Spiral Bound). Article: Electronic (PDF File; 844.631KB).

Dr. Gerasimos Koustourakis

Assistant Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece

Dr. Gerasimos S. Koustourakis is an assistant professor in sociology of education at the Department of Educational Sciences and Early Childhood Education, University of Patras, Panepistimioupoli, 265.00 Rio Patras, Greece. He, also, is a Tutor in the Faculty of Humanities of Hellenic Open University teaching Open and Distance Learning. His research interests center on historical and comparative sociology of education, sociology of school knowledge and pedagogical practices, open and distance learning, and sociological approaches of the Information communication technologies in education. Among his publications are (a) ‘The new educational policy for the reform of the curriculum and the change of school knowledge in the case of Greek compulsory education’ (International Studies in Sociology of Education, 17(1/2), 2007), (b) ‘Historicity as a legitimizing argument in the case of the Greek educational reforms of 1985 and 1997-1998 in general and technical-vocational education’ (with S. Bouzakis, History of Education, 38(2), 2009), (c) ‘Exploiting Television in Open and Distance Learning: The Case of Undergraduate Courses in Cultural Studies at the Hellenic Open University’ (with I. Pefani and C. Panagiotakopoulos, Open Education, 6(1/2), 2010).


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