Historicity as a legitimising argument in the case of the Greek educational reforms of 1985 and 1997–1998 in general and technical‐vocational education

The purpose of this study is to investigate how the ‘historical argument’, namely references to the educational policies and practices of other historical periods, was used by Greek politicians in the framework of the 1985 and 1997–1998 educational reforms. Employing the method of quantitative and qualitative content analysis, the authors attempt, on the basis of original sources (parliamentary debates/minutes) both to count and interpret the historical references.     

The Comparative Argument in the Case of the Greek Educational Reform in 1997-1998

The purpose of this study is to investigate how 'comparative argument', namely references to the educational policies and practices of other countries, was used by Greek politicians in the framework of the 1997-1998 educational reform. Employing the method of quantitative and qualitative content analysis, we attempted, on the basis of original sources (parliamentary minutes/debates) both to count and interpret the comparative references. Our research questions were: do politicians in Greece use the comparative argument and in what way? Which specific countries, issues and practices is comparative argument centred on? What is the form, the role and the quality of the comparative argument?