restricted access Education and Greek Americans: Process and Prospects (review)
In lieu of an abstract, here is a brief excerpt of the content:

Reviews 361 the appendices had been presented before the plays, readers would have the benefit of this additional knowledge while they were actually reading them. Finally, the choice of The Seven Beasts and KaragiozL·, which the authors have already published in English in The Charioteer (19:20— 49), raises an interesting problem concerning the different genres of Greek shadow theater plays that exist. Throughout the book the authors refer to the two plays they present as "heroic texts" or "history performances," in contrast to the "comic plays," which are more often performed in Greece today. Structurally, however, The Seven Beasts and KaragiozL· clearly belongs to the category of comic plays. Furthermore , on the first page of the text itself (p. 149) the play is referred to as "a comedy in four acts." Other puppeteers refer to this play as a "comedy," or as belonging to a third category of plays inspired by themes from traditional folklore. Kostas and Linda Myrsiades have taken an important first step in presenting Greek shadow theater to English readers. I hope that their work encourages more translations and more scholarly studies of Karagiozis and his delightful world. LORING DaNFORTH Bates College Spyros D. Orfanos, Harry J. Psomiades and John Spiridakis (editors), Education and Greek Americans: Process and Prospects. New York: Pella Publishing Company, Inc. 1987. Pp. 216. Hardcover $25.00. Paper $12.00. This timely volume, the product of a multi-sponsored conference held in New York City in 1986 under the aegis of the Center for Byzantine and Modern Greek Studies of the City University of New York, is perhaps the first of its kind wholly devoted to the systematic and scientific study of the education of Greek Americans. While several local and regional studies on this topic have appeared previously, mostly in the form of dissertations or theses, none address the topic as thoroughly as this volume does. As such, it is singularly successful insofar as 17 experts in education, linguistics and psychology have collaborated to produce a study not only current and vital for a broad range of readers, but also one that promises to be an important source and authoritative reference for educational decision-makers serving 362 Reviews the Greek American community in both the public and private sectors. This volume is divided into two parts: the first covers social and public policy issues and the second covers educational and psychological concerns. The division is more one of convenience for the topics overlap. Part I begins with Harry C. Triandis' social psychological and cross-cultural frameworks for understanding values and educational prospects. Chrysie C. Constantakos provides survey data on intergroup conflict. Spiridakis reviews the sociopolitical aspects of bilingual education. Lastly, Psomiades addresses the relationship of elites within the Greek American community and between those elites and the Greek state in light of education. Part II begins with a study by James R. Campbell, Charlene Connoly and Lawrence Svrcek on the influence of Greek American parents on their children. Mary Teresa Ryan and Evelyn P. Altenberg address the psycholinguistic processes of the Greek and English alphabets . Terry Tchaconas presents data on the Greek and English reading strategies of public school children. Undertaking a language dominance test, Aristotle Michopoulos presents psychometric data on its development. Finally, Orfanos and Sam J. Tsemberis present an original study on the needs of Greek American day schools. About the only thing that is lacking here, however, is a section dealing with the historical development of educational institutions and programs in the Greek American community. Such a section would have provided some insight into the educational endeavors of Greek immigrants as they faced challenges in the New World. Nonetheless, the volume is relevant because it addresses itself to the concern for education characteristic of Greek immigrants upon their arrival in the United States. This concern was reflected initially in their attempts to secure a basic education in order to compete in the work force. But it was also reflected in the concern to perpetuate the ethnic and religious heritage to the American-born offspring. This obsession for education among basically illiterate Greek immigrants became a goal for which Greeks strived and is indicative of the Greek commitment to...