Authoritarianism in 20th century Greece : ideology and education under the dictatorships of 1936 and 1967
This study examines the authoritarian ideology and educational policy of two dictatorial regimes of 20th century Greece: the Metaxas' dictatorship of 1936-1941 (the 4th of August regime); and the military junta of 1967-1974 (the 21st of April regime). Although viewed comparatively, the regimes in question are shown to have been different, due to crucial differences stemming from their contemporary international and domestic settings. Moreover, their ideologies were shaped by the way dictatorial rulers perceived and interpreted their reality. Influenced by the inter-war fascist context, the 4th of August regime tried to accommodate a radical fascist rhetoric to a nationalistic and traditionalist set of beliefs. Metaxas' perception of reality was exemplified in his educational policy, through which the dictator unsuccessfully tried to mobilise from above the youth, on the imported model of the fascist youth movements. The 21st of April regime contrasted sharply with the post-war international liberal environment, while its ideology was marked by the distinct and often contradictory mentalities of the colonels. The contradictions and inconsistencies of the military mind were reproduced at the educational level,
Anastasakis, Othon Evangelos
Metaxas; Fascist; Fascism
Authoritarianism in 20th century Greece : ideology and education under the dictatorships of 1936 and 1967. This study examines the authoritarian ideology and educational policy of two dictatorial regimes of 20th century Greece: the Metaxas' dictatorship of 1936-1941 (the 4th of August regime); and the military junta of 1967-1974 (the 21st of April regime). Although viewed comparatively, the regimes in question are shown to have been different, due to crucial differences stemming from their contemporary international and domestic settings. Moreover, their ideologies were shaped by the way dictatorial rulers perceived and interpreted their reality. Influenced by the inter-war fascist context, the 4th of August regime tried to accommodate a radical fascist rhetoric to a nationalistic and traditionalist set of beliefs. Metaxas' perception of reality was exemplified in his educational policy, through which the dictator unsuccessfully tried to mobilise from above the youth, on the imported model of the fascist youth movements. The 21st of April regime contrasted sharply with the post-war international liberal environment, while its ideology was marked by the distinct and often contradictory mentalities of the colonels. The contradictions and inconsistencies of the military mind were reproduced at the educational level,
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