Relevant bibliographies by topics / Citizenship Study and teaching Victoria History

Academic literature on the topic 'Citizenship Study and teaching Victoria History'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Citizenship Study and teaching Victoria History"

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Fadeev, Pavel. "Russian State-Civil Identity Through the Perception of History, Culture and Socio-Political Life." Sociologicheskaja nauka i social'naja praktika 10, no. 3 (September 30, 2022): 78–95. http://dx.doi.org/10.19181/snsp.2022.10.3.9198.

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The article is devoted to the analysis of the current state of the Russian state-civil identity in comparison with other macro-identities. The current state of the Russian identity and the significance of the components of its structure in the views of respondents are analyzed on the materials of the Federal Research Center of the Russian Academy of Sciences, WCIOM, RLMS-HSE, in-depth and expert interviews and focus groups. The experts were humanities scientists, university and school teachers, journalists, public and ethnic activists from different cities of Russia. In 2020 COVID-19 has affected people’s moods, and the willingness to associate themselves with Russians has greatly decreased, which could be affected by insufficient support from the state, combined with strict restrictions. The analysis of mass perceptions of Russians about the role of civil, historical, cultural and emotional components of Russian identity was carried out. The study showed that the common state remains the basic consolidator of Russian identity, and in less than a year the share of Russians who consider the “historical past” and “native land” to be important unifying components has increased. The memory of the military victories won by our people is currently the main historical consolidator of the identity of Russians. The tragedies experienced together turn out to be a little less important, although they are not completely forgotten. Young people and creative intelligentsia in interviews spoke about the importance of a versatile approach in teaching history: “it is necessary to study both ups and downs.” Culture is still an important integrator of Russian society, but we are not talking about “high culture”, but rather about mass culture. In the “culture”, Russians are most united by common holidays, wellknown songs, works of literature and films. But the civil component of Russian identity is still poorly developed – people practically do not associate participation in elections, referendums, meetings, rallies and volunteer movements with Russian citizenship.
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Stará, Jana, and Karel Starý. "Qualitative case study: Teaching citizenship through history education in primary schools." Citizenship Teaching & Learning 14, no. 1 (March 1, 2019): 87–105. http://dx.doi.org/10.1386/ctl.14.1.87_1.

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Harding, Catherine. "University of Victoria." Florilegium 20, no. 1 (January 2003): 51–53. http://dx.doi.org/10.3138/flor.20.012.

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The Medieval Studies program at the University of Victoria is an interdisciplinary unit whose members come from the Faculty of Humanities and the Faculty of Fine Arts. The idea of creating an undergraduate program in Medieval Studies was developed in 1986-87; since that date faculty members teaching in the Departments of English, French, Hispanic and Italian Studies, Greek and Roman Studies, History, Philosophy, Music, and History in Art have offered courses leading to a Major in Medieval Studies (The program began as a Minor and changed to a Major in 1994). Undergraduates are introduced to key concepts in the study of medieval culture and society in Europe, as well as the medieval Islamic world.
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Fernández-Vega, Juan Pablo, and Héctor Gonzalo Cárcamo-Vásquez. "Noción de ciudadanía en estudiantes de pedagogía." Revista Electrónica Educare 21, no. 2 (April 12, 2017): 1. http://dx.doi.org/10.15359/ree.21-2.4.

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This research aims to recognize the notion of citizenship owned by university students enrolled in the career of History and Geography Teaching at Bío-Bío University (Chile), in 2015. It is based on the methods of education for political, social, and active citizenship from a critical position. It is a descriptive, quantitative approach, with a single study case. A survey aimed at the entire population (census) was used. Thus, it is concluded that the future teaching staff seems to adhere to training methods for social citizenship, corresponding with Marshallian notions of citizenship. However, this notion is not entirely pure, because as reflected in the results, it is importantly present in training for active and critical citizenship.
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Dilek, Gülçin, and Dursun Dilek. "Current History Teaching in Turkey: Curricula, Debates and Issues." History Education Research Journal 11, no. 2 (May 1, 2013): 202–15. http://dx.doi.org/10.18546/herj.11.2.16.

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The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research trends in this field are also mentioned briefly. Some researches show that in history teaching in Turkey the common issues that occur are related to text books, the intensity of knowledge/objectives relationships, insufficient weekly course hours and the unfamiliarity of teachers with both new history and constructivist approaches. New history textbooks and curricula continue to be a conflict area between their respective defenders who claim in turn that history teaching should either be a vehicle for constructing national identitity or that it should be a vehicle for constructing global, pluralist and democratic citizenship. On the other hand, mutual work with some Arabian countries to rewrite the common past in textbooks,is on Turkey's current agenda to enhance the international context of this perspective. Some researches also show that apart from debates about the nature of history's social aims and the problems of history teaching as already indicated, teachers seem ready to adopt the new history approach. In addition to this, every passing day there is a marked and rapid increase in research into history teaching and the variety of related research subjects are hopeful improvements.
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De-Alba-Fernández, Nicolás, Elisa Navarro-Medina, and Noelia Pérez-Rodríguez. "School Inquiry in Secondary Education: The Experience of the Fiesta de la Historia Youth Congress in Seville." Social Sciences 10, no. 5 (May 8, 2021): 165. http://dx.doi.org/10.3390/socsci10050165.

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In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.
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Marolla Gajardo, Jesús, Marta María Salazar, and Alexandro Maya. "Enseñar historia en tiempos de pandemia: un estudio de caso en una escuela chilena." Revista Española de Educación Comparada, no. 38 (March 27, 2021): 90. http://dx.doi.org/10.5944/reec.38.2021.28996.

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The carried out research aims to identify and understand the main advantages and challenges for history and social sciences teaching in the context of the COVID-19 pandemic. Furthermore, this study recognizes the work spaces that allow teachers to develop historical empathy and the teaching of participatory citizenship through this new school context. This is done through a case study of a group of teachers who belong to an educational centre in the Metropolitan Region of Chile; we have been able to collect the perceptions, emotions, feelings and views of history and social sciences teachers on how they develop their educational practice in a setting of pandemic. The methodology followed is of qualitative nature under a case study design. The results stand out concerning the interrelation that is generated. On the one hand, it interrelates in the complexity that teaching during the pandemic implies with the context of inequalities that the school faces highlighting the efforts of educational innovation to generate significant learning for and the students. Amongst the main conclusions there are the efforts made by teachers to generate educational innovation in the complex context of the pandemic, where the school and all the social problems that arise are inserted. Teachers have found the spaces and raised new perspectives of teaching that promote historical empathy and education for citizenship in students.
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Nash, Margaret A. "“How to be Thankful for Being Free”: Searching for a Convergence of Discourses on Teaching Patriotism, Citizenship, and United States History." Teachers College Record: The Voice of Scholarship in Education 107, no. 1 (January 2005): 214–40. http://dx.doi.org/10.1177/016146810510700114.

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Immediately after the events of September 11, 2001, there was a dramatic upsurge in exhibitions of patriotism, most generally in the form of flags prominently displayed on houses, storefronts, and automobiles. There also was a renewed zeal for inculcating patriotic feelings in children at public schools across the country. This paper, based on a study of teacher credential candidates at a large urban midwestern university, suggests that there may be a need to create a new discourse of patriotism. Such a project might integrate patriotism, the discourse on citizenship education, and the discourse of multicultural education, into a coherent whole. This new discourse on patriotism might, then, ground the emotionalism of patriotism in the responsibility of citizenship, employing the critical thought generated in discourses of multiculturalism.
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Heras-Sevilla, Davinia, Delfín Ortega-Sánchez, and Mariano Rubia-Avi. "Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity." Sustainability 13, no. 9 (May 7, 2021): 5233. http://dx.doi.org/10.3390/su13095233.

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The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.
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Abdullah Alharbi, Badr. "Citizenship Education in the Kingdom of Saudi Arabia: History and Current Instructional Approaches." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 78. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.78.

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This review article attempts to review current studies related to Citizenship Education (CE) in order to shed light on the provisions of citizenship education in the Kingdom of Saudi Arabia (KSA). The review examines the significance of CE in the KSA. It also explores the history of CE in the KSA followed by its national identity, as this too, affects the nature of the CE offered in the country. Then the article identifies and explores the implementation of CE in the KSA. In addition, the article discusses the approaches of introducing Citizenship Education in the KSA, its content and implementation. It can be argued that Islam has played a crucial role in shaping Saudi citizens’ private and national identities and their national values. The study also found that CE in Saudi Arabia faces multiple challenges. It emphasizes citizens’ responsibilities, duties, identity formation, and obedience towards the system and how one can achieve them. It also appears that promoting freedom, equality, fairness, freedom of expression and participation in the decision making process is poorly addressed. Moreover, lack of teaching aids and lack of specialist teachers and training are some major challenges to implement CE in the KSA. The article ends by drawing some conclusions.
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Dissertations / Theses on the topic "Citizenship Study and teaching Victoria History"

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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.

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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Thapa, Om K. "A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.

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Sears, Alan Murray. ""Scarcely yet a people": State policy in citizenship education, 1947-1982." Thesis, 1996. http://hdl.handle.net/2429/6163.

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The constitutional division of powers in Canada assigns no authority to the federal state in the area of education. In spite of this, the Canadian state has used its constitutional authority to act in the national interest to justify substantial activity in public education at all levels. One area of particular interest to the state is the education of Canadian citizens. This thesis examines state policy in citizenship education between 1947 and 1982. It focuses on the Department of the Secretary of State, particularly the Canadian Citizenship Branch, and addresses three questions: 1) What conception of citizenship formed the basis for state policy in citizenship education? 2) How did the state formulate citizenship education policy? and 3) What means did the federal state use to implement citizenship education policy given that education is an area of provincial jurisdiction? Throughout this period the state was preoccupied with questions of national unity and therefore the focus of its policy in citizenship education was the construction and propagation of a national ideal in which all Canadians could find their identity as citizens. The policy was consistent with an elitist conception of citizenship in that it excluded most Canadians from the process of constructing the national identity and relegated citizen participation to largely apolitical voluntary activities. Although the Department of the Secretary of State was rhetorically committed to scientific policy making, the process was driven not by social science research but by attempts to secure and extend bureaucratic territory in relation to both other government departments and voluntary organizations working in the citizenship sector. In the complex interplay among the interested parties the Department was sometimes a leader and sometimes a follower in the policy making process. State citizenship education policy was implemented through official agreements with the provinces as well as more direct means which bypassed provincial authorities. Bilingualism in Education programs are the best example of the former, while training programs for teachers, the production and dissemination of materials, and attempts to use voluntary organizations as surrogates for the state are examples of the latter.
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Eckers, Jennifer Mitnick. "How Teachers Make Historical Explanation Meaningful for Democratic Citizenship." Thesis, 2018. https://doi.org/10.7916/D8VM5VSJ.

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Enduring misconceptions exist regarding the value of learning history. Many history teachers are engaged in lecture- and recitation-based forms of instruction that seem to be at odds with the goal of helping students to develop skills and dispositions important for democratic citizenship. This study asked whether history teachers’ most ubiquitous core teaching practice, the explanation of historical content, had the potential to support civic ends. The study analyzed transcriptions of 43 classroom observations and interviews of ten U.S. history teachers. Findings pointed to five forms of historical explanation that have the potential to make explanation meaningful for preparing students for democratic citizenship. Findings also revealed factors that influenced teachers to make decisions to explain historical content in particular ways. The study has implications for improving teacher education and professional development with the goal of helping history teachers to make explanation meaningful and contributory toward their students’ preparation for democratic citizenship.
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Mayorga, Camus Luis Rodrigo. "Between hope and hopelessness. Citizenship education and student mobilization in a Chilean public high school." Thesis, 2020. https://doi.org/10.7916/d8-77am-kf04.

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During the last decade, Chilean high school students have exploded into the international spotlight for social organizing. They also have managed to achieve significant changes in some of the major educational policies governing their schools. In this work I examine how student political mobilization affects the ways in which these young people learn to be citizens inside and outside of public high schools. I also explore the implications of these processes for democratic citizenship education. Drawing on a year of ethnographic fieldwork in a public high school located in Chile’s capital city of Santiago, I analyze the main citizenship education practices in which these high school students engaged. I examine these practices as they occur within schools – namely, those related with the national curriculum for citizenship education and the varied ways in which it is implemented, appropriated and resisted – as well as in the streets – specifically, practices in which these young people engage in the course of their participation in student movements. I also focus on the different ways in which Chilean students make use of history in order to learn new ways of enacting their citizenship, exploring how these high schoolers’ relationships with the past and the future are significant for educational and political processes. This work reaches three main conclusions, all of them significant for researchers and educators interested in citizenship education. First, civic engagement takes varied forms and discourses of youth apathy obscure several of these forms as well as the material obstacles that hinder youth civic engagement. Second, high school students actively participate in the constant production of the state, not only as participants in social movements, but also in their everyday lives within their high schools. Third, that one of the main ways in which students participate of this production is by making use of the past and imagining the future while enacting their citizenship.
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Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.

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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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Pinc, Benedikt. "Využití kinematigrafické tvorby věnované holocaustu při výuce výchovy k občanství a dějepisu." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405977.

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Is the film suitable educational tool for teaching about holocaust? That is the main question and topic of the thesis. At first it im looking into general issues of holocaust in education. I'm trying to show that holocaust is not perceived only as a historical event, but as a specific demonstration of modern society in a first place. Focusing only on its historical attributes results in ignoring ethical and societal dimensions of this topic. For that i'm also suggesting that we should be teaching about holocaust not only in history, but also in civics. Further in this paper im trying to examine using film as the educational tool. I'm working here with the proposition that the film is not representing reality, but it's always just a reflexion of the reality. And as such it needs to work with the memory. Memory is constructing frames of our thinking and understanding of the world around. While using film in education, we need to keep in mind that film is a product of certain cultural memory and memory frames. This product is then retroactively helping to reinforce those memory frames which it came from. I also did some research on legislative aspects of using film in education. In the end of this paper im trying to use aforesaid statements in designing several demonstrational classes on the topic of...
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Books on the topic "Citizenship Study and teaching Victoria History"

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Heater, Derek Benjamin. A history of education for citizenship. London: RoutledgeFalmer, 2003.

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Bennet, William. History, geography, and citizenship: The teacher's role. Washington, D.C: Ethics and Public Policy Center, 1986.

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Service, United States Immigration and Naturalization. United States history, 1600-1987: Level 2. Washington, DC: Immigration and Naturalization Service, U.S. Dept. of Justice, 1988.

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1957-, Arthur James, ed. Citizenship through secondary history. London: RoutledgeFalmer, 2001.

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Service, United States Immigration and Naturalization. United States history, 1600-1987: Level I. Washington, DC: Immigration and Naturalization Service, U.S. Dept. of Justice, 1987.

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Grigg, Russell. Golwg ar Gymru yn oes Victoria =: Wales in the Victorian age. Caerdydd: Uned Iaith Genedlaethol Cymru CBAC, 2000.

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Abdi, Ali A. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.

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Abdi, Ali A. Citizenship education and social development in Zambia. Charlotte, NC: Information Age Pub., 2010.

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Panoramas: History and citizenship education, Canada, secondary cycle two, year 1. Montréal: Graficor, 2009.

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Weintraub, Lynne. Citizenship: Passing the test : civics & literacy. 3rd ed. Syracuse, N.Y: New Readers Press, 2009.

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Book chapters on the topic "Citizenship Study and teaching Victoria History"

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Carrasco, Cosme Jesús Gómez, Ramón López Facal, and Belen María Castro Fernandez. "Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship." In Handbook of Research on Citizenship and Heritage Education, 239–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch012.

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This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.
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