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dc.contributor.authorCharalambous, Panayiota
dc.contributor.authorCharalambous, Constadina
dc.contributor.authorZembylas, Michalinos
dc.creatorCharalambous, Panayiota
dc.date.accessioned2018-12-17T13:55:06Z
dc.date.available2018-12-17T13:55:06Z
dc.date.issued2014-02-01
dc.identifierSCOPUS_ID:84894529981
dc.identifier.issn01411926
dc.identifier.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84894529981&origin=inward
dc.identifier.urihttps://repo.euc.ac.cy/handle/123456789/1337
dc.description.abstractThis paper looks at teachers' interpretations of a recent and controversial Greek-Cypriot policy initiative, which aimed to promote 'peaceful coexistence' between the two rival communities in conflict-ridden Cyprus. Specifically, it focuses on the ways in which Greek-Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek-Cypriots and Turkish-Cypriots with the long established but rather conflicting policy of 'I don't forget and I struggle'. The study analyses a set of 40 interviews conducted a few months after the first introduction of the new policy and maps teachers' interpretations using the analytical concept of interpretative repertoires. Despite the poor implementation of the new initiative in practice, the study argues that the introduction of the new policy has brought about discernible discursive shifts in some teachers' perceptions of the older policy of 'I don't forget'.
dc.relation.ispartofBritish Educational Research Journal
dc.titleOld and new policies in dialogue: Greek-Cypriot teachers' interpretations of a peace-related initiative through existing policy discourses
elsevier.identifier.doi10.1002/berj.3030
elsevier.identifier.eid2-s2.0-84894529981
elsevier.identifier.scopusidSCOPUS_ID:84894529981
elsevier.volume40
elsevier.issue.identifier1
elsevier.coverdate2014-02-01
elsevier.coverdisplaydateFebruary 2014
elsevier.openaccess0
elsevier.openaccessflagfalse
elsevier.aggregationtypeJournal


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