Interwar Greek «school communities»: Recruitment, implementations, and effects

Abstract

During the early 1900s, educational institutions in the United States and Europe underwent a significant transformation. They evolved into environments that fostered democracy, critical thinking, and community life. The establishment of school communities is being pursued, although there exists a discrepancy among educators regarding the definition of this institution. Greece is proactively advancing school communities by facilitating the translation of works by foreign educators, providing teacher training programs at foreign institutions – primarily in Germany –, and conducting teacher training at Normal Schools. This paper focuses on the efforts made by schools during the interwar period to introduce the institution. Specifically, it highlights the significant contributions of “invisible” teachers in Greek Primary and Secondary Education who played a pivotal role in spreading the institution’s influence. Their efforts were instrumental in shaping the educational landscape during this period.