INTRODUCTIONAfter their birth, most nation-states attempt to strengthen the coherence among the people living in their territories. Therefore, the states propounded and strengthened the common traits of their citizens, while they created national myths (common origin and historical routes of their ancestors). In order to achieve these goals, states established national symbols, celebrations and memorial rituals. They also imposed a very specific version of the common past.However, the criteria for the inclusion of individuals or groups in a nation, at the same time, were also the criteria for exclusion. People with obvious and different characteristics of those promoted by the nation, the others, were excluded. In fact, this otherness was presented like an enemy, in order to support and consolidate the national identity of the nations' citizens.Historically, education has been a basic means of supporting and stabilizing the national community and promoting dominant perspectives. Specific choices concerning significant issues, such as social inequalities, citizenship, minority groups' status, women's rights, religious education etc. were promoted by the overt and the hidden Curriculum. The basic function of the Curriculums is helping define the sum of the that is to be taught to new generations. The process of collecting and choosing the educational syllabus is not neutral, as the perspective through which a series of issues can be presented is not unique and uncontroversial. As a result, the controversies about the official knowledge pull the trigger on deep political, economic and relationships (Apple, 1992, 5), which in many cases, according to Zimmerman (2002) can lead to a kind of cultural war in public schools.It should be noted that, although there is a plethora of sources of through modem means of technology, particularly the internet, many people still depend on textbooks. This is how the school still remains a basic ideological apparatus of the state (Althusser, 1999). The Greek National Narrative supports the perception, according to which, the Greek nation has existed for more than two thousand years. The constmction of the Modem Greek identity was completed through the integration of the Byzantine period into the historic trajectory of the nation, which was pursued throughout the 19th century through educational and policies (Triandafyllidou and Veikou, 2002, 194). History textbooks have played a significant role in the preservation of this narrative. That is why there were several fights for history textbooks in the last thirty years. Analytically, four history textbooks of compulsory education have been withdrawn since 1984 until now.1 The most recent withdrawal had to do with the 6th grade's (pupils at the age of 11) history textbook of Repousi, Adreadou, Poutachidi, Tsiva and Aroni (2006) [from now on Repousi et al., 2006], which was introduced to schools in September 2006. It was confronted by various reactions from political parties, organizations and agencies, and associations, especially by the Church of Greece. The objections and controversies over the textbook of Repousi et al. (2006) could be separated into two categories. First, those which came from nationalistic and conservative posts, according to which the textbook:a) Was anti - Greek, because it did not present the atrocities which the Greeks underwent due to the Ottoman Empire, while it described briefly the (Greek) revolution of 1821. Special emphasis was placed on the absence of two major national events, the celebration of the 25th of March and on the description of the catastrophe of Smimi.b) It degraded the role of the church during the (Greek) revolution of 1821.c) It overemphasized the role of women and other secondary issues, while (at the same time) it degraded the role of the national heroes (Anonymous, 2007; Repousi, 2009, 28). …
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