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Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our contemporary moment. Through the heuristic of the concept of identity, it specifically aims at creating a space for understanding our current challenges and considering the potential of education to address them. Contributors in this volume explore identity, crisis and education, not only in interdisciplinary, inter-sectional, relational and eclectic ways, but also through comparative lens. The book includes contributions from leading scholars from Austria, Cyprus, Germany, Greece, Portugal, the UK, and the USA and covers issues and themes including fear, hope, refugee education and global citizenship education.

The purpose of this article is to explore 'the mobility of national identities' with reference to the field of education. It argues that as products of multimodal discourse, national identities can move across or between geopolitical settings, and in the process of their movement they tend to shift and change their shape in certain ways. To test this argument the article employs examples from the nineteenth and twentieth century worlds of Greater Britain and Hellenism. In particular, by looking at various school books and practices it seeks to illustrate the movement of identity from Britain to New Zealand and from Greece to Cyprus and the changes that the mobile identities went through as they moved across these settings. The article finishes with an initial theorisation of the 'dimensions' of the mobility of national identities and a call for comparative education to engage with mobile and shifting identities in the postcolonial and postmodern cosmos.

This paper seeks to offer a more nuanced understanding of national policy-making in education by problematizing a specific topos of the field of global education policy. It specifically argues that in an attempt to identify new forms of power in education and their effects, 'the topos of governing by comparison and numbers' overlooks the co-existence of permeological and immunological responses to international comparative numbered data in localities as well as the unintended effects of this uneasy co-existence on national policy and reform. To illustrate this argument, the paper explores the controversial timetables reform initiative in the Republic of Cyprus during the period 2014-15. (DIPF/Orig.).

This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.

The governance of education in many countries and regions of the world is currently in transition, challenging histories, remaking subjectivities and shaping possible futures. This book provides an up to date analysis and discussion of the cutting edge theme of educational governance from an international comparative perspective.

In this paper, and in the context of this special issue on fifty years since the establishment of the Republic of Cyprus, we present an initial historicisation of Greek-Cypriot education since 1960 using, as a narrative and intellectual device, constructs of national identity. We argue here that four different historical moments in terms of national identity construction may be extracted from the available body of scholarship - the first years of Independence (1960-1974), the early post-74 period (1974-1994), the period between 1994-2003, and, the period between 2004-2010. In these different historical moments, education appears to have been given a major role in either restructuring or reaffirming and maintaining identities, and, as a result, ethnonational identities were in flux, veering between discourses of Hellenocentric, Cypriocentric and Hellenocypriocentric identity. [PUBLICATION ABSTRACT]

This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.