This book examines the formation and transformation of secondary education curricula in Greece, from the post-war period to the present.
On a methodological level, an attempt is made to connect micro- and macro-analysis through the relationship between the processes of formation and transformations at the social level (structural relationships, institutional roles, actors, etc.) with the processes of formation and transformations of the curricula.
The curricula are approached both from the perspective of structures and functions, as well as from the perspective of the actors. Through the methodological approach being attempted, it appears that in the processes of forming school knowledge, the ideological and political framework dominates (as essential components are lacking both at the formation level and at the level of evaluation and transformation of the curricula).
On the contrary, the economic framework does not seem to have a significant impact. As a result, the curricula of Greek secondary education are slow to be reformed, and when this happens, they do not seem to align structurally with their broader context.
Thus, the curricula in Greece become more of a "void" (in terms of content, meaning, and result) political text, which are regulated according to the ideological preferences of each political leadership, rather than a substantial pedagogical approach to school knowledge that would become significantly functional for society.
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