In the19thcentury, the teaching profession offers women the opportunity to move away from their place of residence, leaving behind the father house of confinement as well as of security, thus gener at in independence, which is quite remarkable for the era[i]. Alexandra Papadopoulou’s peregrinations constitute a characteristic example of this.
Alexandra Papadopoulou was born in 1867 in Constantinople. She was a student of the “Pallas” School for Girls, from which she graduated with an honours degree as a teacher. As she loses her father at a young age she has to work as a teacher with a view to supporting herself and her family.[ii]
Due to her work, Papadopoulou moves in the urban environment of Constantinople. Because of her attitude for Demoticism she experiences a cruel personal war which results in her being forbidden to practice her profession as a teacher in the “official and charitable Educational Institutions” of Constantinople[iii]. This is how she broke the boundaries through her educational role and experienced a journey of ideas, independence and loneliness.
Papadopoulou’s peregrinations in Sylivria (Eastern Thrace), Bucharest, Constantinople and Thessaloniki, “link the Hellenism of Constantinople with that of Wallachia and Macedonia”[iv]. Yet, is this really so?
The aim of this research is to study Alexandra Papadopoulou’s moves, not as steps on a professional career route but as a way of disseminating ideas which interweave the era with her personality and vice versa.