![]() ![]() I look and listen for the queering potentials in shared stories and in the digital and participatory technologies that record them. In this chapter, I critically consider the ways that heteronormativity, homonormativity, and the politics of respectability come together to both haunt and produce the digital narratives that constitute the Arizona Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Storytelling Project, in order to discover how memories are sometimes disciplined to re-produce normative narratives about queer pasts. It likewise compares and contrasts the curriculums that they felt would create patriotic sons and virtuous mothers. This paper explores how the state and philanthropists gendered education in the new state. Girls would be educated in order to become virtuous mothers and efficient homemakers Pestalozzi’s work underlining the role women played as their children’s first and most important teachers. Once Greece boasted a sufficient number of schools to accommodate male children, the state planned to create institutions for female education. Due to the work of private individuals and associations like the Philomuses society, a number of such establishments already existed in the country. The government proposed using schools established by the French Société pour l’instruction public and the British and Foreign School Society in England as models and also relied on Pestalozzi’s pedagogical methods. Every male child would be schooled, the Astros Assembly declared, in accordance with their father’s hopes and the concerns of the government. One of the nascent Greek state’s earliest and most significant efforts came in the realm of elementary education. ![]()
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