In the present study, the socialists’ impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis’ standpoints are hereby examined as a Case Study. The dynamics of standpoints on female education shifting from England to Greece as well as the gradual formulation of educational standpoints within socialist societies and how these standpoints have been tied to broader issues on social progress and economic development are being presented.
Thus, the traditional conservative Greek educational system is contradicted and gradually substituted by modern and progressive elements of educational consideration. Women’s rights in education are also interpreted in terms of political freedom. Social progress is, therefore, closely associated to female emancipation. According to Drakoulis, the connection of democracy, humanism and socialism is conducive to an overall respect for the human being. A fair society would therefore be the outcome of universal compulsory education targeting all social strata and which could be achieved through a combination of “instrumental knowledge”, morality and humanism on the basis of social justice and a socialist transformation of society.
That era’s archives as well as corresponding scarce bibliography of that period (1870-1915) have been studied in order to approach the ideological and political framework of the Greek policy formulation.
Key words: economy, educational policy, female education, ideology, socialism.
Social Justice in Educational Policy: How do Students Perceive It?
