Abstract
This paper attempts to examine the role the Greek cinema played in the construction, preservation, and transference of the ‘‘collective memory’’ of education during the particularly crucial early post-civil era in Greece. It was a time characterized by social upheaval as well as by violent social conflict during which significant social and financial changes took place. In order to approach the memories ordinary people had of contemporary school life, two films shot in the early post-war period were chosen. The first one entitled Improper Conduct belongs to the comedy genre and was filmed in 1949. The second one entitled Bitter Bread was one of the first Greek movies, greatly influenced by Italian Neorealism and was released in 1951. The cinematic narrative discourse was systematically studied according to four axes derived from Foucault’s Archeology of knowledge a) the axis of objects b) the axis of articulation modes c) the axis of concepts and d) the thematic axis.
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Notes
- 1.
Contrary to what had happened in Greece, in Spain where as soon as the civil war ceased, a fascist dictatorship was imposed, a consensus historical memory was crystallized, even before the death of Franko and the transition to democracy, which allowed, to a certain extent, a commonly accepted interpretation of the civil war events and set as a priority to avoid such a similar historical experience (Aguilar Fernández 2005, p. 15).
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Karakatsani, D., Nikolopoulou, P. (2017). Aspects of School Life During the After War Period Through the Analysis of Greek Films. In: Yanes-Cabrera, C., Meda, J., Viñao, A. (eds) School Memories. Springer, Cham. https://doi.org/10.1007/978-3-319-44063-7_19
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DOI: https://doi.org/10.1007/978-3-319-44063-7_19
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