The presence of C. P. Cavafy in Greek education: Landmarks and Gaps

Abstract

Abstract

This article aims to highlight the crucial stages of C.P. Cavafy’s “history in education” through textbooks about literature from 1930 until today. More specifically, the research is constructed around two areas: a) the fundamental role of literary criticism and how it was related to the introduction of C.P. Cavafy in education in 1930, b) the degree of osmosis between History of Literature and History of Education. The methodological criteria of the research are drawn from different areas, such as: i) literary criticism, ii) history of education and educational policy, iii) history of textbook anthologies, and iv) poetry anthologies. a) During a course of eighty years, C. P. Cavafy is found in thirty-five anthologies, teachers’ textbooks and curricula, whereas the parallel reading recommendations reach a staggering eighty-seven; Ithaca is the most anthologised poem — twelve times. b) The positive opinions by the critics and the momentum of school anthologies that tried a holistic approach to poetry defined the inclusion of C. P. Cavafy in the school anthologies during the educational reform of 1929-1932.  c) The position of Cavafy in the History of Modern Greek Literature by K. Th. Dimaras surpasses the efforts made by the critics of that time. Moreover, Linos Politis also holds a part of the restoration of C. P. Cavafy as far as the school textbooks are concerned, as his History of Modern Greek Literature, as well as his poetic anthology, determined the school literary canon from the days of the Restoration of Democracy until now.