Relevant bibliographies by topics / Cypriot culture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cypriot culture'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Cypriot culture"

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Koyuncu, Mevlüt, and Emrah Balıkçıoğlu. "The importance of organizing activities of the Turkish Cypriot Community in the process of becoming a state (1957-1960)." Journal of Human Sciences 13, no. 3 (October 27, 2016): 4278. http://dx.doi.org/10.14687/jhs.v13i3.3950.

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In this study, organization process of the Turkish Cypriot Community between 1957 and 1960 was examined. This study claims that this process was important, because it formed the basis of Turkish Cypriots’ becoming a state.It can be said that there are two main views about organization process of Turkish Cypriots in researches which were examined for this study. Researchers such as Ahmet An and Niyazi Kızılyürek allege that this process was Turco-British collusion to divide Turkish and Greek Cypriots who had lived together peacefully for centuries. According to researchers such as Ahmet C. Gazioğlu and Ulvi Keser; Turkish Cypriots started an organization process to protect themselves from Greek Cypriots’ hostility and attacks. However, it seems that the relationship between organization process of the Turkish Cypriot Community and Turks’ becoming a state has not been handled yet.After the Great Britain took over the rule of Cyprus from the Ottoman Empire by the Cyprus Convention in 1878, the British established a Legislative Council. Greek Cypriots who desired to realize enosis (union with Greece) made attempts to pass enosis memorandums in the Council. On the contrary, Turkish Cypriots who saw union with Greece as a threat to their safety avoided these attempts with help of the British. Moreover, Turks published various newspapers and journals to voice their objections to enosis. Both these efforts and anti-Turkish feelings caused Greek Cypriots’ attacking Turkish Cypriots. In order to protect themselves from these attacks and conduct effective struggle against enosis, Turkish Cypriots set up assemblies, political parties, farmer and trade unions, social associations and armed organizations from 1918 to 1957. However, it was 1957 when these organization activities became continuous process. Hence the Turkish Cypriot Community was organized in terms of, military, administration, economy and culture during the period between 1957 and 1960. Turkish states which were founded between 1964 and 1983 were based on these organizations. Considering this fact, the study is composed of two main parts. The first part summarizes the organization efforts of the Turkish Cypriot Community between 1918 and 1957. The second part focuses on the organization process of the Turkish Cypriot Community between 1957 and 1960.
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Miralay, Fatma. "Türk Halk Kültüründe El Sanatlarının Önemi: Kıbrıs Örneği / The Importance of Handicrafts in Turkish Folk Culture: The Case of Cyprus." Journal of History Culture and Art Research 7, no. 5 (December 31, 2018): 495. http://dx.doi.org/10.7596/taksad.v7i5.1607.

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<p><strong>Abstract</strong></p><p>Handicrafts are one of the essential elements of Cypriot Turkish folk culture. The cultural diversity of Cyprus Island due to the fact that it was home to various cultures in different times reflected to the handicrafts as well. Handicrafts in Cyprus have mostly taken place for usage and commercial purposes in historical process; however, in modern times they are used as decorative objects. Handicrafts carry local features in the maintaining of traditions of Cypriot Turkish people and the sustainability of the values of Turkish culture. Rich in usage, make and material, Cypriot Turkish handicrafts can be generally examined under the titles of embroidery and wood engraving. Examples of embroidery or cotton weaving include Lefkara work, Lapta work, Koza work and needle lace. Dowry chest and geotextile are the most well-known examples of Cypriot Turkish wood engraving. All of the foregoing are important cultural elements of Cypriot Turkish identity. This paper examines the characteristic features of handicrafts belonging to Cypriot Turkish folk culture in technical and material terms; it also aims at revealing its place and importance in Cypriot Turkish social and cultural life.</p><p><strong>Öz</strong></p><p>El sanatları Kıbrıs Türk halk kültürünün önemli unsurların bir tanesidir. Kıbrıs Adasının farklı dönemlerde çeşitli kültürlere ev sahipliği yapmış olmasından kaynaklanan kültür çeşitliliği el sanatlarına da yansımıştır. Kıbrıs’ta el sanatları, tarihsel süreçte büyük ölçüde kullanım ve ticari amaçlı yer alırken, modern zamanlarda dekoratif obje olarak kullanılmıştır. Kıbrıs Türk halkının geleneklerinin sürdürülmesi ve Türk kültürü değerlerinin yaşatılmasında, el sanatları yöresel özellikler taşımaktadır. Kullanım, yapım ve malzeme açısından zengin olan Kıbrıs Türk el sanatları, genel olarak Nakış ve Ahşap Oymacılık başlıkları altında incelenebilir. Lefkara İşi, Lapta işi, Koza işi ve İğne Danteli nakış veya pamuklu dokuma türlerine örnek gösterilebilir. Çeyiz sandığı ve sesta işçilikleri (bitkisel örücülük) Kıbrıs Türk ahşap oymacılığının en iyi bilinen örnekleridirler. Tüm bunlar Kıbrıs Türk kimliğinin önemli kültürel unsurlarıdırlar. Bu araştırma, Kıbrıs Türk halk kültürüne ait el sanatlarının teknik ve malzeme açısından karateristik özelliklerinin incelenmesini ayrıca, Kıbrıs Türk sosyal ve kültürel yaşamındaki yeri ve önemini ortaya çıkarmayı hedeflemektedir.</p>
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Miralay, Fatma. "Gaining of common culture perception to students in divided societies and the role of Art course in this context; Northern and Southern Cyprus." SHS Web of Conferences 48 (2018): 01016. http://dx.doi.org/10.1051/shsconf/20184801016.

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Cultural dimension in education bears importance in terms of transferring and sustaining cultural values in addition to creating local and upper intercultural awareness in individuals. Especially in divided societies, gaining cultural values to individuals via education eliminates boundaries between societies, ensures cultural integration and carries local values to a universal point without terminating them. In this paper, effort is paid to identify the importance of preserving common cultural values of Cyprus in the content of art course curricula applied in Northern and Southern Cyprus societies according to teacher opinions. In accordance with this purpose, research data were collected using a semi-structured interview form which is a qualitative research method. The study was conducted on 20 secondary education art teachers in capital Northern and Southern Nicosia regions. Descriptive analysis method was used in the analysis of data. An examination of research results shows that there is no difference between the opinions of Turkish Cypriot and Greek Cypriot teachers, but that Turkish Cypriot teachers give more prominence to the basic needs as regards the course. It has been determined that material needs of Greek Cypriot teachers are supported by the ministry whereas the opportunities of Turkish Cypriot teachers are limited. A majority of the teachers emphasized that the topic should be included in education curricula and the methods should serve to put this into practice. In the study, it has been concluded that the similarity of positive opinions between Turkish Cypriot and Greek Cypriot teachers is high and that there are fewer disagreements.
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Peltenburg, Edgar, Sue Colledge, Paul Croft, Adam Jackson, Carole McCartney, and Mary Anne Murray. "Agro-pastoralist colonization of Cyprus in the 10th millennium BP: initial assessments." Antiquity 74, no. 286 (December 2000): 844–53. http://dx.doi.org/10.1017/s0003598x0006049x.

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Unexpectedly early evidence for the precocious spread of farming has recently emerged in Cyprus. It is argued that the transmission occurred as a result of migration related to ecosystem stress in the Levant. So strong are the connections of the colonists with the mainland that we suggest the term Cypro-Pre-Pottery Neolithic B to describe what has hitherto been a major lacuna in Cypriot prehistory. Consistent dates from key sites and the evolution of material culture indicate that this Cypro-PPNB sequence represents the hitherto elusive ancestry for the Khirokitian.
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Roussou, Nayia. "Research Note: Cypriot Television, Dialect Productions and Demotic Culture." European Journal of Communication 21, no. 1 (March 2006): 89–99. http://dx.doi.org/10.1177/0267323106060992.

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Shippi, Panayiotis. "Cypriot Olympians’ Socialization into Sport." Physical Culture and Sport. Studies and Research 54, no. 1 (June 1, 2012): 78–85. http://dx.doi.org/10.2478/v10141-012-0009-0.

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Cypriot Olympians’ Socialization into SportSince the mid-20th century, and parallel with the devaluation of the classical Olympic idea, the classical Olympic amateur status has been modified: Olympians have been permitted to earn money legally via their sport performances. They have been legally defined as employees, and they have become to be regarded as "Olympic professionals".The Cypriot elite athletes, who joined the Olympic family in 1980, did not follow international trends regarding this special kind of professionalism. Their start in sport also was to be different from the beginning of most professional Olympic athletes’ sporting careers. The objective of this article is to present information on the particular characteristics of Cypriot Olympians’ socialization into sport based on the findings of an empirical research carried out by the author. The investigation was carried out by quantitative (standardized questionnaire) and qualitative (in-depth interviews) methods among Cypriot Olympians, their coaches, and managers. The quantitative data were summarized by Microsoft Excel 2003 program. Qualitative information was analyzed according to the special criteria.The results deal with the following topics: the athletes’ age at the start and at the specialization, their motivations, their socializing agents, and their parents’ sporting experiences. In the conclusion the impact of the Cypriot sport culture and the ambivalent Cypriot sport politics on the athletes’ early sport socialization is emphasized.
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Adil, Alev. "Ottoman ghosts and legacies: A drift through the Dead Zone in Cyprus." Memory Studies 12, no. 5 (October 2019): 586–88. http://dx.doi.org/10.1177/1750698019870712.

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This creative piece explores traces and erasures of a Cypriot Ottoman heritage by transposing autoethnographic and psychogeographical practice to Europe’s southernmost capital, Nicosia. It walks the border zone in Nicosia, once the site of the river Pedios, later a major Ottoman commercial street, a boundary from 1958 to 1974, and since then, a Dead Zone and the internationally contested border between the Republic of Cyprus and the unrecognized Turkish Republic of Northern Cyprus. Photography and writing are presented in conjunction with pages in Ottoman Turkish by my great-grandfather, the poet Imam Mustafa Nuri Effendi, who made a notebook from the English periodical The War Pictorial while incarcerated as an enemy alien in Kyrenia Castle by the British during World War I. I explore how these pages speak of my transcultural Ottoman, Turkish-Greek-Cypriot and English heritages and of changes in Cypriot culture in the century between his war and ours.
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ASDRACHA, Catherine. "Cypriot Culture during the Lusignan Period: Acculturation and ways of Resistance." BYZANTINA SYMMEIKTA 9 (September 29, 1994): 81. http://dx.doi.org/10.12681/byzsym.761.

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Hadjisoteriou, Christina, and Panayiotis Angelides. "Intercultural education in situ." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 33–52. http://dx.doi.org/10.1108/jme-03-2015-0006.

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Purpose The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice. Design/methodology/approach This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers. Findings It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration. Research limitations/implications The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management. Practical implications This paper can help schools and teachers to improve their intercultural education approach. Social implications The findings could be helpful for improving the intercultural education policy in Cyprus. Originality/value These research finding are the first that deal with intercultural education policy in Cyprus.
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Christodoulou, Diana. "The Status of Physical Education in Cypriot Schools." Physical Culture and Sport. Studies and Research 50, no. 1 (December 1, 2010): 110–17. http://dx.doi.org/10.2478/v10141-010-0028-7.

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The Status of Physical Education in Cypriot SchoolsA few years ago, comparative research was conducted in thirty-five countries in order to discover the innovative and stimulating aspects of physical education (PE) found all over the world. Cyprus was not included in that special study. The present and future position of PE is a crucial and critical issue in Cyprus. Therefore the author of this paper has carried out an investigation with the aim of revealing the status of PE in the Cypriot educational system and comparing it with other countries. This paper was written on the basis of that research. The Cypriot investigation found in this paper uses the same concept and methods as were utilised in the aforementioned cross-cultural study; the results are presented according to similar dimensions. The data was collected by documentary analysis and in-depth interviews. The results indicate that the status of PE in Cyprus is low and there are urgent problems that need to be seriously considered by the authorities of the Ministry of Education and Culture. Efforts have already been made by decision-makers to promote the development of a new curriculum, be introduced in future school years.
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Dissertations / Theses on the topic "Cypriot culture"

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Armosti, Yianna. "Rape myth acceptance : exploring the influences of media and the Greek-Cypriot culture." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7330/.

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The aims of this thesis were to investigate the impact of media on Rape Myth Acceptance (RMA), and to explore the attitudes of Greek-Cypriots toward victims of rape. The systematic review of the existing literature explored whether seven types of media affect individuals’ RMA. The findings show that RMA of male participants exposed to experimental stimuli was significantly higher than male participants exposed to neutral media. This trend did not hold for females. Chapter Three presents a critique of the RMA scale used in the empirical study: the Acceptance of Modern Myths about Sexual Aggression scale (AMMSA; Gerger et al., 2007). The chapter presents methodological issues of existing RMA measures, discusses the rationale for the development of the AMMSA and presents its main strengths and limitations. Chapter Four aimed at examining the RMA of Greek-Cypriots and their attributions of blame in situations depicting sexual violence. The results indicate that males endorse more RMA and tend to attribute more blame to the victim and less to the perpetrator. Older participants and participants not acquainted with victims of sexual assault scored higher on the RMA scale. The final chapter summarises the findings and discusses implications for practice and recommendations for future research.
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Phellas, Constantinos. "Sexual and ethnic identities of Anglo-Cypriot men resident in London who have sex with men." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265031.

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Solomou, Koula. "Introducing critical literacy through popular culture to a Cypriot third grade classroom : issues and dilemmas." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14423/.

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This classroom based research project examines the introduction of critical literacy through popular culture texts in my third grade Cypriot classroom during the 2012–2013 academic year. My main aim was to illuminate the issues and dilemmas that arise when this is put into practice. It was based on an action research methodology and a qualitative research approach and lasted four months (January 2013 – April 2013). The research participants were my fifteen third grade primary students (8–9 years old), eight parents, the school headteacher, the school inspector and I (the classroom teacher). As research methods I used journal entries (by parents and me), interviews (with the headteacher, the inspector and the parents) and transcripts of classroom discussions. This project made me realise the great impact of popular culture on young people’s lives. My students were highly motivated and participated enthusiastically in the critical literacy lessons. By the end of the research projects their literacy competences were developed holistically. Parents also showed great enthusiasm as their children were working on issues they were very interested in and eagerly shared with their families. Parents also praised the fact that they were given the opportunity to see texts differently. However parents were concerned whether traditional literacy issues like spelling and grammar were neglected. I realised that even though I was the main decision maker, my students influenced my decisions. Besides being a teacher I was also a learner as my students were more knowledgeable on popular culture issues. The school managerial team praised the uniqueness and outcomes of my students’ learning experiences and the importance of critical literacy for the citizen of today. However they appeared to be sceptical about the introduction of popular culture within elementary education and the future of critical literacy in Cypriot schools.
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Sabeth, Ann Elisabeth. "Language, culture and identity : the achievement and aspiratons of Turkish, Kurdish and Turkish Cypriot girls in the north London secondary schools." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494449.

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The starting point for this research was the gap in performance outcomes at GCSE between Turkish, Kurdish and Cypriot girls and their peers from other ethnic groups. Its aim was to explore possible factors contributing to this underperformance, from three perspectives: that of the girls, their parents and teachers. Predicated on the desire to improve outcomes for this group, the study adopted a critical ethnographic design. Bourdieu's sociology of language and power provided the theoretical underpinning and, in particular, his concepts of habitus and linguistic and cultural capital.
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Prokopiou, Evangelia. "Understanding the impact of Greek and Pakistani community schools on the development of ethnic minority young persons' cultural and academic identities." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/301621.

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This study investigates the processes through which attendance at a community school affects the development of cultural and academic identities of Greek/Greek-Cypriot and Pakistani ethnic minority young people who live in the United Kingdom. The development of cultural and academic identities by community school students is a relatively underesearched and undertheorized area. The theoretical framework of this study draws on developments in cultural developmental theory (Valsiner, 2000a) and the dialogical self theory (Hermans, 2001 a) to understand the cultural and dialogical nature of the processes through which ethnic minority young people develop their identities in community schools. Both theories are influenced by dynamic perspectives on development and have tried to explain psychological phenomena in relation to the sociocultural context. Episodic interviews, drawings and group work were the tools for data collection and multiple perspectives (students', parents' and teachers') were investigated. This small-scale research took place in a Greek and a Pakistani community school. The pupils, both girls and boys, were adolescents aged 13 to 18 years. The findings suggest that the young people in both groups were moving towards multiple, hybrid identities through a dialogical negotiation of aspects of differences! similarities and belonging within their majority and minority communities as well as living in a multicultural society. This negotiation resulted in a multivoiced hybrid identity which emerged through a constant positioning and re-positioning within their communities and school contexts. For the participants in the Pakistani school this negotiation was a struggle shaped by issues of racism and religious discrimination. In this context, the Pakistani school mainly aimed to increase self-confidence and strengthen the students' sense of minority cultural identity, especially the religious aspect of it, whereas the Greek school mainly aimed to preserve the community's cultural identity which was considered to be threatened by assimilation. In both community schools, a strong academic identity was endorsed which had a double function -to foster the acquisition of both knowledge and skills relevant to community education and those relevant to mainstream and higher education. This study demonstrated the value of examining community schools within contrasting communities, and its findings have implications for Psychology and Education.
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Lampiri, Maria Marisa. "Political Parody on the Cypriot Twitter. : The case of the parody account of the Minister of Justice of the Republic of Cyprus “Lady Emily Kardashian Duchess of Yiolou”." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44753.

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This thesis examines how a female politician is being represented in a political parody account on Twitter through a thematic analysis of “Lady Emily Kardashian Duchess of Yiolou” (@edPLOgAQvtTQHJc) Tweets, satirizing the Cypriot Minister of Justice & Public Order Ms. Emily Yiolitis. The analysis of both Tweets and official media outlets, during a fixed period of time, demonstrates how a humorous and at the same time critical act of public discourse, can perform as an expression of political action and a form of activism, which can be approached as a branch of the study of anti-fandom.
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Yashin, Mehmet. "Cypriot and Turkish literatures and cultures." Thesis, Middlesex University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568463.

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Because I am a specialist on Cypriot literature, in particular Turkish- Cypriot literature, this has direct implications for the study of Turkish and Greek language literatures, as well as European minor literatures (as defined by Deleuze and Guattari: 1994). Due to the positionality of the Turkish and Greek literary traditions vis-a-vis European literary establishments, and that of Cypriot literature within the Turkish and Greek literary canons, I have studied literary polysystems theory (especially Even-Zohar: 1978 and 1979) and the relations between central and peripheral literatures. One of the central contributions of my work and research is to study the Turkish and Greek languages and literary traditions in the context and framework of 'contact languages' (Weinreich: 1953), in other words, as linguistic-cultural forms which have developed under co-habitation and mutual influence. I also studied 'othering, processes in Greek, Turkish, Greek-Cypriot and Turkish-Cypriot literary traditions within the broader context of orientalism and Eurocentricism in the system of European literatures. My work has brought to the fore the plurality of traditions within the domain of Turkish literature as well as the ancient and ongoing multilingual literary traditions of Cyprus. On the one hand, it enabled the study of different traditions within the same linguistic domain (Turkish) to be studied through different categories, such as Turkish literature and Turkish-Cypriot literature. On the other hand, it also allowed for the study of different language literatures under the same roof, such as the Greek, Turkish, and English language literatures of Cyprus as Cypriot literature.
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Chrysoloras, Nikolaos. "Religion and national identity in the Greek and Greek-Cypriot political cultures." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/3026/.

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This thesis investigates the reasons for the idiosyncratic politicization of religion and the Church in Greece and Cyprus, and seeks to account for the production, development and propagation of religious nationalism and the sacralisation of politics in these two countries. It is a study of the birth (1830- 1864), development, and contemporary mutation (1974-2000) of the 'Helleno- Christian' nationalist discourse, which reached its zenith, not in Greece, where it was born, but in Cyprus, immediately before and after independence (1950- 1974). The aim of the project is to explain the political processes whereby this ideology (Helleno-Christianism) attained a hegemonic status in the Greek and Greek-Cypriot political cultures, and to account for the present eminence of this prominent type of Greek nationalism. Hopefully, this thesis fulfils a threefold purpose: firstly, it covers importcint gaps in the relevant historiography on Greek and Greek-Cypriot nationalisms. This 'historical' task is carried out through the analysis of the important role of the Orthodox Church in the consolidation of Greek and Greek-Cypriot national identities. Secondly, this case study is used as a test ground for an alternative theoretical framework in the study of nationalism which may offer solutions to the practical and theoretical problems of the dominant modernist pciradigm. Thirdly, a comparative approach to the study of Greek nationalism in mainland Greece and in Cyprus is adopted- to my knowledge, for the first time- in the following pages. There are two main research questions to be answered by this project: Why and how religion in Greece and Cyprus has been politicized in such manner so that Orthodoxy and nationalism became so closely associated? And, what are the results of this politicization in terms of contemporary Church policy, and national identity awareness in contemporary Greece and Cyprus? In other words, the logic that will be underlying my argument is that in order to understand contemporary Greek nationalism, one has to look back at its formative period.
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Hajimichael, Michael. "Representing Cypriots in Britain (1878-1995) : an analysis of culture, representation and power." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343107.

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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.

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This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.
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Books on the topic "Cypriot culture"

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Oberling, Pierre. The heart of a nation: A history of Turkish Cypriot culture (1571-2001). Nicosia: Rustem, 2007.

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Cyprus and the balance of empires: Art and archaeology from Justinian I to the Coeur de Lion. Boston, MA: American Schools of Oriental Research, 2014.

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Musées royaux d'art et d'histoire (Belgium) and Cyprus Tmēma Archaiotētōn, eds. Ancient Cyprus: Cultures in dialogue : exhibition catalogue. Nicosia, Cyprus: Department of Antiquities, Cyprus, 2012.

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Kyprou, Epitropē gia tēn Prostasia tēs Politistikēs Klēronomias tēs. Cyprus: A civilization plundered. [Greece]: The Hellenic Parliament, 1998.

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Hajimichael, Michael. Representing Cypriots in Britain (1878-1995): An analysis of culture, representation and power. Birmingham: University of Birmingham, 1995.

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Kyprou, Epitropē gia tēn Prostasia tēs Politistikēs Klēronomias tēs. Kypros: He leēlasia henos politismou. [Greece]: Voulē tōn Hellēnōn, 2000.

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European Products: Making and Unmaking Heritage in Cyprus. New York: Berghahn Books, 2015.

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8

Jasink, Anna Margherita, Grazia Tucci, and Luca Bombardieri, eds. MUSINT Le Collezioni archeologiche egee e cipriote in Toscana. Florence: Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6655-086-0.

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MUSINT is an interactive museological network devoted to the Tuscan archaeological collections which enables the creation of an innovative display itinerary through the collections of Aegean and Cypriot antiquities, so that exhibits originating from different museum institutions can be appreciated. This has led to the creation of a "museum of museums" which responds to the need to offer a display system that can be "visited" by a broad and variegated public. The arrangement of the book itself reflects the true nature of the MUSINT project and its character as a research worksite, enhanced by past experience, and a bridge for the appreciation of new perspectives within a scientific, technological and cultural universe that is open and in continual movement.
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Medieval and Renaissance Famagusta: Studies in Architecture, Art and History. Burlington: ASHGATE, 2012.

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Nicolaou, Theo. Culture in our society: A critical perspective of the Greek Cypriot culture. 1990.

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Book chapters on the topic "Cypriot culture"

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Photiou, Maria. "National Identity and the Politics of Belonging in Greek Cypriot Visual Culture." In Flags, Color, and the Legal Narrative, 669–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-32865-8_31.

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Konstantinidou, Angeliki. "Diaspora Policies, Consular Services and Social Protection for Cypriot Citizens Abroad." In IMISCOE Research Series, 107–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_6.

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Abstract The diaspora policies that Cyprus has implemented have been largely overlooked in the literature and in empirical studies. While several pieces of work have explored Cypriots abroad, there are no systematic studies that delve into the diaspora policies that the Cypriot government has put forward for non-resident nationals. Hence, this chapter aims to discuss the diaspora engagement policies that Cyprus implements at the economic, political, and socio-cultural levels, as well as to explain the Cypriot diaspora engagement based on the particular historical and political context of the country and the characteristics of its diaspora. In addition, the chapter sheds light on the niche area of social protection policies towards the Cypriot diaspora, with a particular focus on the policy areas of unemployment, health care, pensions, family-related benefits, and economic hardship.
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Morphitou, Ria Nicoletti. "The Impact of an Enterprising Culture on Innovation and Value Networks: The Case of Cypriot Companies." In Entrepreneurial Challenges in the 21st Century, 107–19. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137479761_7.

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Phellas, Constantinos N. "Culture, Sexuality and Identity in an Ethnic Minority Community: the Case of Greek-Cypriot Gay Men in London." In Making Race Matter, 182–98. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-04918-6_11.

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Stavrakis, Efstathios, Andreas Aristidou, Maria Savva, Stephania Loizidou Himona, and Yiorgos Chrysanthou. "Digitization of Cypriot Folk Dances." In Progress in Cultural Heritage Preservation, 404–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34234-9_41.

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Loizides, Neophytos, Djordje Stefanovic, and Danae Elston-Alphas. "Forced Displacement and Diaspora Cooperation among Cypriot Maronites and Bosnian Serbs." In Diaspora as Cultures of Cooperation, 151–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32892-8_8.

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Chechi, Alessandro. "Endangered Cultural Heritage in Unrecognized States." In The Armenian Church of Famagusta and the Complexity of Cypriot Heritage, 187–203. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48502-7_8.

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Loizides, F., A. El Kater, C. Terlikas, A. Lanitis, and D. Michael. "Presenting Cypriot Cultural Heritage in Virtual Reality: A User Evaluation." In Digital Heritage. Progress in Cultural Heritage: Documentation, Preservation, and Protection, 572–79. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13695-0_57.

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Frodsham, Dan, and Duncan Rowland. "Emerging Computer Technologies for Cultural Heritage: The Armenian Church, Famagusta." In The Armenian Church of Famagusta and the Complexity of Cypriot Heritage, 301–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48502-7_15.

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İnanç, Gül, and Julie H. Liew. "Teaching the Heritage of “Others” and Making It “Ours”: The Power of Cultural Heritage Education." In The Armenian Church of Famagusta and the Complexity of Cypriot Heritage, 285–99. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48502-7_14.

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Conference papers on the topic "Cypriot culture"

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Sah, Bugu. "Effect of life experiences on Houses: The Cypriot (Case /Culture)." In 3rd International Conference of Contemporary Affairs in Architecture and Urbanism. Alanya Hamdullah Emin Paşa Üniversitesi, 2020. http://dx.doi.org/10.38027/n302020iccaua316333.

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