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Hophan, Phillip Albert. "National history curriculum : finding space for a critical global education." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/32733.
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This investigation provides important insights for how a critical model of global education might
be incorporated within national history pedagogies, in the face of increasingly strident neoliberal
policy making in education. The demand of teaching, learning and theorizing in the
contemporary political environment of the United States or Canada exerts undue pressure on
students, teachers, and educationalists in the name of standardization, assessment and global
economic preparedness. This research illuminates the critical possibilities that lie in the cracks of
such oppressive policies, possibilities that may encourage students and teachers to act more
substantially in defense of a globally infused national history education. Numerous foundational
definitions of global education and four emergent models are extracted from a survey of North
American global education literature, since 1980. These models are located in the official
national history and social studies curriculum of the state of California and the province of
British Columbia, respectively. Neoliberal educational policymaking is examined for its bearing
on the advancement of global education in these jurisdictions. Significant differences in findings
in California and British Columbia are explicated. Freirean critical pedagogy is considered as a
theoretical framework for students and teachers to employ in turning back the neoliberal tide, by
finding and utilizing space within the official national history curriculum for the rooting of a
critical global education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Aktekin, Semih. "The inclusion of local history in the secondary history national curriculum in Turkey : problems and potential." Thesis, University of Nottingham, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633017.
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Smith, Joseph. "A critical discourse analysis of history teacher responses to the February 2013 draft National Curriculum for History." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2344/.
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This thesis seeks to explore history teacher engagement in debates surrounding the 2013 draft National Curriculum for History and locates these in the wider context of English history teacher identity. The 2013 draft curriculum, which was announced in February, was withdrawn in August 2013 following complaints of political bias (see Smith, 2014). This “curriculum war” might be interpreted – as others have been (e.g. Crawford, 1998; Taylor & Guyver, 2011) - as an attempt by both the left and right to frame a curriculum which furthered their political metanarrative, but this research shows that such views are oversimplifications. Semi-structured interviews were conducted with eight history teachers in the north-west of England who actively opposed the draft curriculum and their responses were analysed using van Dijk’s (2009) sociocognitive approach to critical discourse analysis. These responses uncover a complex nexus of motivations in which political opposition is only a small strand. Instead, the strongest motivation was a deep loyalty to the epistemological and methodological underpinnings of their subject (Bernstein, 1999). In opposition to the narrow nationalist conception of school history, the interviews indicated strongly the existence of a social realist (Young, 2008) counter-hegemonic discourse which informs and underpins a vibrant history teaching community. This shared discourse argues that historical knowledge is constructed and contested, and that it should be taught as such (Lee, 1991). In this paradigm, the draft curriculum was opposed not because it advanced a rightist narrative, but because the concept of a single narrative was itself considered inherently unhistorical. The epistemological unity of the history teaching community contributes to a project-identity of resistance (Castells, 1997) which is further bolstered by the research activities of the Schools History Project and the Historical Association. A Gramscian (1971) analysis is used throughout, but history teachers are not found to be, in the main, Marxists. Gramsci’s work instead provides the framework for understanding the nature of the history-teaching community and the mechanics of its resistance.
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Manning, Russell. "An investigation into the emphasis on 'British national identity', 'patriotism' and 'fundamental British values' through secondary school history with a particular focus on Key Stage Three : the views of history PGDipEd secondary trainees." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5995/.
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This thesis explores the views of History Post Graduate Students on the relationship between the study of history, with an emphasis at key stage three (KS3; Appendix A), and its possible role in developing perceptions of ‘British National Identity’ (BNI), ‘Patriotism’ and ‘Fundamental British Values’ (FBV). Their views are influenced by the political, media and academic discourse planes. The relationship between the students and other discourse planes are analysed using the framework of Critical Discourse Analysis (CDA) and the approaches it offers; namely Discourse Historical Analysis (DHA) and Social Actor Approach (SAA).
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Nordström, Peter. "Det interkulturella historiska lärandets ramar : En studie av förutsättningar för interkulturell historieundervisning utifrån styrdokument och nationella prov." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33884.
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Abstract/Summary The study of history has always been a part of educational programmes throughout time. And the reasons behind it have also been shifting according to the needs of the society in a specific time and place. But the legitimacy of the history subject has always been in its said ability to help us understand the present through the past. Today the emergence of a globalized and multicultural society is changing both our way of life as well as our view on the world, and with it the skills and tools we need to make sense of it. And with it the reasons behind and the learning goals of history as an educational subject is shifting. International organizations have implemented guidelines and directives to its members regarding how educational goals can be used to adapt to this ongoing change. Research regarding curriculum policymaking has shown that the Swedish curriculum is influenced by the international guidelines, but the didactic specialists, Kenneth Nordgren and Maria Johansson, has found a lack of guidance for teachers to enact these general goals on a more practical day-to-day basis. This has led them formulate a concept especially designed for history education, intercultural historical learning. This essay’s aim is to find the conditions to apply the concept of intercultural historical learning through the history subject in the compulsory and upper secondary school in Sweden. By taking its departure in curriculum theory and using intercultural historical learning as an analytical framework, a hermeneutical text analysis is made on the Swedish history curriculum with its supporting documents as well as on the national tests of the subject. The results indicate that there are conditions that both encourages and discourages the implementation of intercultural historical learning in history education. The curriculum’s emphasis on the usage of historic source material and use of history examples are a major contributor to the applicably of the concept. In contrast the historical narrative created by the curriculum prevents a diversity of historical experiences and voices to be present in the teaching practice. Instead a Eurocentric and political historic narrative is dominant. However, further research is required to see what other factors than those this essay examine affect the implementation of intercultural historical learning in the Swedish history classroom. This essay’s main contribution is to serve as a starting point for such research.
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Davies, Sandra Daredri. "Becoming and being 'people like us' a study of students who experience difficulties with literacy in National Curriculum History at Key stage 3." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489899.
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My study considers a group of students who experience difficulties with literacy and investigates the factors, at the levels of the social order, the arena of school and the settings within it, which either fostered or hindered their participation and therefore their learning in the history classroom at Key Stage 3.
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Cock, Laurence de. "Le fait colonial à l’école : genèse et scolarisation d’un objet de débat public, scientifique et mémoriel (des années 1980 à 2015) : essai de socio-histoire du curriculum." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2063/document.
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Cette thèse cherche à identifier les conditions de possibilité de modification des curricula au regard des pressions sociales. Pour cela, elle s’appuie sur un contenu d’enseignement précis : le fait colonial qui, entre les années 1980 et aujourd’hui, interroge de plus en plus le consensus national-républicain au fur et à mesure qu’il se connecte avec la question de l’immigration postcoloniale. Cette thèse s’appuie aussi sur un matériau empirique varié : des discours politiques et médiatiques construisant l’enseignement du fait colonial comme un problème public ; des archives de l’Éducation nationale, des rapports officiels, ainsi que des entretiens. Nos pistes de travail consistaient alors à identifier la configuration de réseaux d’acteurs susceptibles de procéder à une mise en compatibilité des questions scientifiquement et politiquement débattues avec les attendus du curriculum d’histoire, afin d’en faciliter la traduction. Il apparaît que chaque moment de débat mémoriel sur le passé colonial rejoue des tiraillements propres à l’école républicaine et à l’enseignement de l’histoire : la dialectique entre la pluralité culturelle et l’universalisme, celle entre l’égalité et l’identité, ou encore entre les logiques de reconnaissance et les logiques civiques. On trouve des injonctions de différents niveaux et parfois contradictoires, des décalages entre les agendas des débats publics et l’agenda scolaire, de sorte que la porosité entre les débats sociaux et les curricula d’histoire ne s’avère pas naturelleThis thesis seeks to identify the conditions of possibility for variations and amendments in the curricula, given social pressures. For this purpose, it is founded on a precise content of teaching : the events of colonialism that, from the 1980’s to the Present, have questioned more and more the national and republican consensus, as it connects to the issue of post-colonial immigration.This thesis is also founded on firsthand empirical material : political and media discourses constructing the teaching of the events of colonialism as a public matter ; archives of National Education ; official reports ; and many interviews.Our lines of inquiry consisted then in identifying the establishment of networks of social actors likely to make compatible scientifically and politically debated issues with the expectations of the history curriculum, and to facilitate its translation.Our inquiry reveals that every occurrence of the memorial debate on the colonial past restages specific stinging and pulling in the republican school systen and in the teaching of history : the dialectic between cultural plurality and universalism, the one between equality and identity, or even the one between logics of acknowledgment and civic logics. Many injunctions are to be found, at different levels, sometimes contradictory, many discrepancies between the agendas of public debates and the timescale of school, so that the concordance between the social discourse and the history curricula does not turn out to be innate or natural
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Marins, Cosme Freire. "Currículo de história no ensino médio e avaliação de egressos: a relação entre os documentos orientadores da disciplina e os exames oficiais (ENEM e Vestibulares) - 2009-2013." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082016-150412/.
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Este trabalho analisa a relação entre as competências, habilidades e concepções metodológicas enunciadas nos documentos oficiais orientadores do currículo de História elaborados pelo Ministério da Educação (MEC) e o que se avalia no Exame Nacional do Ensino Médio (Enem) e em seis universidades públicas, no período de 2009 a 2013. Partiu-se de uma afirmação do MEC de que a abordagem pelo Enem dos temas, competências e habilidades propostos pelos documentos nacionais orientadores do currículo poderia levar as escolas a incorporá-los em seu próprio currículo. No desenvolvimento da pesquisa foram abordados os estudos de alguns pesquisadores do tema currículo, o qual é concebido como resultado de um processo de construção social em que os vários agentes que exercem influência no campo educacional disputam a legitimidade de seus interesses. Um elemento essencial para o currículo é a disciplina, por meio da qual os professores especialistas são os responsáveis pela abordagem dos conhecimentos em sala de aula. Contudo, o currículo oficial nacional passa por várias esferas de poder, disputa e negociação até chegar à escola, sendo a relação estabelecida em sala de aula entre professor e aluno a última esfera desse complexo processo. Assim, as disciplinas escolares gozam de relativa autonomia ao executarem o currículo real, o que dificulta a efetivação plena do currículo oficial. Por outro lado, as abordagens realizadas pelos exames vestibulares e pelo Enem não se traduzem em sua efetivação integral por parte das escolas, devido, também, às esferas de poder que há entre a realização dos exames e o que é efetivado em sala de aula. Observou-se que há algumas propostas pelos documentos oficiais mais avaliadas nos exames, em detrimento de outras que foram contempladas em menos de 10% das questões de cada instituição. As competências e procedimentos mais avaliados dizem respeito a itens mais fáceis de se mensurar, por um lado, e mais presentes na prática da disciplina, tanto na universidade quanto nas escolas, por outro. Dessa forma, o MEC segue em seu processo de busca de apoio e legitimação, tanto do currículo nacional oficial quanto do Enem processo este que atualmente ganha novos elementos com a discussão da Base Nacional Comum Curricular para o Ensino Médio (BNCC).This paper analyzes the relationship between skills, abilities and methodological concepts set out in guiding official documents of the history curriculum designed by the Ministry of Education (MEC) and which is evaluated in the National Secondary Education Examination (Enem) and six public universities, in the period 2009 to 2013. The starting point was a MEC\'s claim that the approach by Enem of subjects, skills and abilities proposed by guiding national curriculum documents could lead schools to incorporate them into their own curriculum. In the development of this research studies of some researchers concerning the theme \'curriculum\' have been approached, that is understood as the result of a process of social construction in which the various agents that influence the educational field dispute the legitimacy of their interests. An essential element in the curriculum is the discipline through which specialist teachers are responsible for the approach of knowledge in the classroom. However, the official national curriculum goes through several levels of power, dispute and negotiation to get to school, and the relationship established in the classroom between teacher and student is the last sphere of this complex process. Therefore, school disciplines enjoy relative autonomy in executing the real curriculum, which hinders the full realization of the official curriculum. On the other hand, the approaches made by the entrance examinations and the Enem not translate into a full adoption by schools, due also to the spheres of power that exists between the exams and what is effected in the classroom. It was observed that there are some proposals for official documents more evaluated in the tests, at the expense of others that have been covered in less than 10% of the questions of each institution. The skills and procedures more appraised are concerned to the items easier to measure, on the one hand, and more gifts in the practice of discipline, both at the university and in the schools, on the other. Thus, the MEC follows in its process of searching for support and legitimacy, both the official national curriculum as the Enem - a process that currently earn new elements to the discussion of the Common National Base Curriculum for Secondary Education (BNCC).
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Almeida, Déberson Ferreira de. "Base Nacional Comum Curricular: concepção do componente Educação Física para o Ensino Fundamental." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21447.
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The present study aimed at analysing the the National Common Curricular Base (BNCC) - in the versions available for public consultation - in reference to the concept of the Physical Education component in Primary Education, identifying its assumptions and interpretive repercussions. The interest in such study emerged from the relevance of the referred policy that has attracted the interest of millions of people, generating debates among different professional and social groups, about the resignification of Primary Education, such as schools, universities, media and social groups. The research was based on a qualitative approach and made use of bibliographical study and document analysis as methodological procedures. The main concepts of the theoretical basis are: “critical curriculum”, based on Paulo Freire’s and Michael Apple’s approach and “cultural curriculum”, based on Marcos Garcia Neira’s work. The basis for document analysis was the BNCC’s version approved in December 2017, by the Presidency of the Republic.In general, the research reveals that, as a public policy, the BNCC has been a source of polemic and controversy, regarding its interpretations and the acceptance of its concepts. The major focus of its propositions is on the essential learnings to be developed in Primary Education, through an integral humanitarian education, as a means to leverage a more democratic, inclusive and fair society. The Physical Education component in the BNCC was conceived and a set of content to be developed in the educative practice of this area. The analysis results highlight the understanding that Physical Education in the BNCC represents a historical retrocession. This is due to the fact that teachers' and researchers' achievements, debates and fights for a more democratic education, through the promotion of students' and teachers' autonomy, vis à vis the teaching-learning concept in Physical Education, in a critical-cultural perspective, have been majorly neglected
O presente estudo teve como objetivo analisar a Base Nacional Comum Curricular (BNCC) quanto à concepção referente ao componente Educação Física para o Ensino Fundamental, identificando seus pressupostos e repercussões interpretativas pertinentes às versões disponibilizadas para consulta pública. O interesse pelo estudo deveu-se à relevância do significado da referida política que mobilizou milhares de pessoas, gerando debates em diferentes ambientes como escolas, universidades, veículos de comunicação e grupos sociais distintos da sociedade política e civil, em busca de ressignificação do ensino na Educação Básica. A pesquisa caracteriza-se pela abordagem qualitativa e tem como procedimentos metodológicos o estudo bibliográfico e a análise documental. O referencial teórico tem como conceitos centrais: “currículo crítico”, considerando essencialmente as abordagens de Paulo Freire e Michael Apple e “currículo cultural da Educação Física”, fundamentado em obras de Marcos Garcia Neira. A BNCC, versão homologada pela presidência da República, em dezembro de 2017, é elemento básico da análise documental. A pesquisa revela, de modo geral, que a BNCC constitui-se em política pública geradora de polêmicas e posicionamentos, por vezes contraditórios, quanto às interpretações e aceitabilidade de suas concepções. Ressalta-se como foco central de suas proposições as aprendizagens essenciais a serem desenvolvidas na Educação Básica, por meio de uma educação humana integral, tendo em vista a efetivação de uma sociedade justa, democrática e inclusiva. O componente Educação Física na BNCC é concebido como um conjunto de conteúdos a serem desenvolvidos na prática educativa desta área de formação. Os resultados das análises colocam em destaque o entendimento de que a caracterização de Educação Física na BNCC corresponde a um retrocesso histórico. Isto se deve à desconsideração de conquistas do movimento contínuo de debates e lutas de professores e pesquisadores por uma educação mais democrática no sentido da promoção da autonomia de alunos e docentes em relação à concepção de ensino-aprendizagem na área de Educação Física, numa perspectiva crítico-cultural
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Ribeiro, Junior Halferd Carlos 1982. "Ensino de História e identidades : currículo e livro didático de história de Joaquim Silva." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254123.
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Orientador: Ernesta ZamboniTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O tema principal da tese é a construção da identidade brasileira nos livros didáticos de História do Brasil de Joaquim Silva editados na dinâmica da reconstrução da Nação empreendida pela política do Estado Novo; o objetivo é analisar o modo em que ocorreu a construção dos nexos de sentidos sobre a identidade brasileira, segundo a interpretação histórica de Joaquim Silva em conformidade a Reforma Gustavo Capanema de 1942. O corpus documental é composto pela bibliografia sobre o tema, a legislação federal que regia o sistema de ensino secundário, documentos oficiais alocados nos arquivos CPDOC da Fundação Getúlio Vargas, da Companhia Editora Nacional, do Arquivo Nacional, e os livros didáticos de História do Brasil para o terceiro e o quarto ano do ensino ginasial de Joaquim Silva, publicados respectivamente em 1945 e 1946. Os fundamentos teóricos e metodológicos que sustentam a nossa análise estão relacionados à construção de representações de identidade, a história social do currículo, o livro didático e identidades, e a análise do discurso. Concluímos que a interpretação histórica de Joaquim Silva tinha como pressuposto a manutenção do Estado democrático pautado em uma estrutura jurídica que propiciava a transformação da sociedade, com condições de governar para o desenvolvimento e progresso da Nação, e o brasileiro idealizado era o cidadão trabalhador, patriótico e cristão, que não se curvava diante das dificuldades, mas que lutava com resignação e sobriedade para vencer os obstáculos da vida
Abstract: The main theme of the thesis is the construction of Brazilian identity in the Joaquim Silva Brazil¿s history books edited in the dynamics of reconstruction of the nation undertaken by the "Estado Novo" policy; the objective is to analyze the way on which the construction of the connections of meanings on the Brazilian identity, according to the historical interpretation of Joaquim Silva in accordance Capanema Reform in1942. The documentary corpus consists of the literature, the federal law that governed the secondary education system, official documents allocated at the CPDOC files from Getúlio Vargas Foundation, the Companhia Editora Nacional, the National Archives, and Joaquim Silva history books from Brazil of the third and fourth year of junior high school published respectively in 1945 and 1946. the theoretical and methodological foundations underpinning our analysis are related to the construction of identity representations, the social history of the curriculum, the teaching and identities textbooks, and discourse analysis. We conclude that the historical interpretation of Joaquim Silva had presuppose the maintenance of the democratic state ruled by a legal framework that promoted the transformation of society, with conditions to govern for the development and the progress of the nation, and the idealized Brazilian was the worker citizen, patriotic and Christian, who would not bow down before the difficulties, but struggled with resignation and sobriety to overcome the obstacles of life
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Giampapa, Robin M. "Constructing historical consciousness in Greece syncretism in the context of European unification /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1126036336.
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Aburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.
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Bergamin, Fabíola Matte. "Currículo e Exame Nacional do Ensino Médio: rupturas e permanências na conformação dos saberes históricos escolares." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10412.
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This work intended to accomplish a comparison between the competencies and skills for History as school subject existent in the National Evaluation of the Secondary Level ENEM and the competencies and skills proposed by the National Curricula Standards (PCNEM and PCN+). The aim was to observe the changes and the endurances during 1998 to 2011, regarding the conception of History present in the exams, as well as analyze the National Evaluation of the Secondary Level ENEM´s reformulations in order to verify if it can considered an instrument that reflects the implementation of the National Curricula Standards (PCNEM and PCN+). Finally, there´s the inquiring if ENEM´s reformulations are related to the Ministry of Education and the federal universities´ demands. Official documents, particularly the PCNEM and PCN+, and the questions from ENEM were the main sources investigated. Concepts of curriculum developed by Goodson (2012), Gimeno Sacristán (1998) e Apple (1982), and concepts of school subject and humanities elaborated by Chervel (1999) were used to base the documental analysis
Este trabalho visou realizar um cotejamento entre as Competências e Habilidades para a disciplina escolar História presentes em questões do Exame Nacional do Ensino Médio (ENEM) e as Competências e Habilidades propostas pelos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) e as Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+). Pretendeu-se observar as mudanças e permanências no período de 1998 a 2011 no que diz respeito à concepção da disciplina História presente nas provas, além de analisar as reformulações do ENEM a fim de averiguar se ele pode ser considerado um instrumento que reflete a implementação dos Parâmetros Curriculares Nacionais para o Ensino Médio e das Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais no território nacional. Por fim, questiona-se se as reformulações do ENEM estão voltadas para as exigências do MEC, juntamente com a Associação Nacional dos Dirigentes das Instituições Federais de Ensino Superior. Documentos oficiais, em especial os PCNEM e os PCN+, e as provas do ENEM foram as principais fontes investigadas. Para fundamentar a análise documental, foram utilizados como referenciais teóricos os conceitos de currículo desenvolvidos por Goodson (2012), Gimeno Sacristán (1998) e Apple (1982), além dos conceitos de disciplina escolar e humanidades, elaborados por Chervel (1999)
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Indzic, Dujso Aleksandra. "Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20272.
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In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.
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Carney, Terrence Robert. "Die skryf van 'n skoolgids vir die bestudering van ouer letterkunde in die graad 12-Afrikaanshuistaalklaskamer." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09272007-151502.
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Nygren, Thomas. "History in the Service of Mankind : International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43817.
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In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002. Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002. The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels. On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history. These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history. The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education. History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts.History Beyond Borders: The International History Textbook Revision, 1919–2009
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Turini, Leide Divina Alvarenga. "O tempo historico na pesquisa sobre ensino de historia : um balanço historiografico." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252428.
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Orientador: Ernesto ZamboniTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. Este estudo corresponde a um balanço historiográfico da pesquisa que elegeu o tempo histórico no ensino de História como objeto de investigação na década passada. A partir de uma aproximação com autores cujas reflexões apontam ruptura com a história linear e desconstrução da idéia de progresso como norma histórica em defesa de uma concepção do tempo histórico fundada nas experiências concretas dos sujeitos, procura (re)construir sentidos da experiência que constitui o tempo histórico como campo de pesquisa específico e que envolve a História e suas interlocuções com outras áreas do conhecimento. Caracterizadas segundo seus objetivos, suas abordagens teórico-metodológicas e suas conclusões, as pesquisas revelaram que o objeto tempo histórico se constitui com base em diferentes possibilidades de investigação, seja na perspectiva de se apreender como os alunos compreendem, desenvolvem e/ou representam noções temporais, seja na perspectiva dos pesquisadores que se preocupam com o lugar do tempo histórico nas propostas curriculares, na formação e nas representações dos professores, bem como no livro didático de História. O diálogo indagativo com as pesquisas ensejou uma reflexão sobre a inserção dos Parâmetros Curriculares Nacionais como via de interlocução entre políticas públicas adotadas para a educação no Brasil e a produção acadêmica; sobre fundamentos, perspectivas e questões relativas à proposta de uma educação histórica; também pôs em questão a idéia de progresso como força motriz de uma concepção linear de história
Abstract: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. This study corresponds to a historiographical examination of the research which elected historic time in the History teaching as subject matter last decade. It tries to rebuild meanings of the experience constitutive of historic time as a specific research field involving history and its intersection with other fields of knowledge, based on authors who point out a rupture in the linear history and deconstruction of the idea of progress as a historical norm and, so, support a conception of historic time founded on the individuals¿ concrete experience. Given their goals, theoretical, methodological approaches, and conclusions, these researches have revealed that historic time as subject matter is constituted according to different possibilities of investigation, whether it is into the perspective of grasping how students understand, develop, and represent time notions or into the perspective of researchers worried about the place historic time occupies in curricular proposals, in teachers¿ education and representations, as well as in History textbooks. The enquiring dialogue with these researches aimed to supply a reflection on both the presence of the national curriculum guidelines in them ¿as a way of interlocution between public policies for education in Brazil and the academic production¿and on the grounds, perspectives, and questions related to the proposition of a historical education. Also, it put into question the idea of progress as motive force of a linear conception of history
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Mino, Takako. "History Education and Identity Formation: A Case Study of Uganda." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/197.
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History education builds the foundation of a common past necessary for the formation of group identity. Evaluating History curricula is important because group identity guides people’s political behavior. This Uganda case study demonstrates how different actors have manipulated History education in order to enhance the saliency of ethnic, national, and regional identities. The expansion of nationalized education and the teaching of Ugandan, East African, and African history have contributed to fostering the rise of national consciousness in Uganda. Greater awareness of national identity has promoted national integration while marginalizing non-school educated people.
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Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.
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Kukard, Kirstin Jane. "The trajectory of the shifts in academic and civic identity in South African and English secondary school History National Curriculums across two key reform moments." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27304.
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This thesis seeks to explore the trajectories of the kinds of academic and civic identities that four different history curriculums would seek to produce. The curriculum documents chosen are two South African (Curriculum 2005 [1997] and the Curriculum and Policy Statement [2011]) and two English (the first national curriculum [1991] and the most recent [2014] Secondary history national curriculum). These curriculums have been chosen in part because of the historical connections the two countries share, as well as the relationships that exist between the history educationalists in the two contexts. The theoretical underpinning for the discussion of identity are Bernstein's concepts of instructional and regulative discourse. In addition to examining the shifts in imagined identity, the other question which the thesis seeks to answer is that of the underlying purpose of school history. Three ideal types were therefore developed in relation to the three dominant ways of viewing the purpose of history education that emerges in history education literature. The academic and civic identities were analysed through the construction of an analytic framework developed through an iterative process of engaging with the data and history education literature. A framework was also developed to consider the degree to which the four curriculum documents conform to the three ideal types. The shifts in overall purpose and identity within the two contexts are striking. The first English national curriculum saw a tension between a focus on developing history students who had a strong sense of national identity and using constructivist models that teach the students the knowledge base of the subject. Curriculum 2005 instead focused on attempting to create students who were actively engaged with the problems of their current day situation. By the second English national curriculum, this focus on making connections to current day challenges had been introduced in addition to continuing concerns about national identity and understanding the way in which historians work. The Curriculum and Policy Statement reform in South Africa brought greater concerns for developing historical thinking, but nevertheless retained a focus on actively engaged citizenship.
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Skott, Pia. "Läroplan i rörelse : Det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-99326.
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This thesis examines the activities within the Swedish steering system concerning upper secondary school. Sweden has a long history of shared responsibility between the state level of government and the municipalities, dating back to federal decisions concerning the establishment of a compulsory school system. By the early 1990s two parallel changes were taking place within the Swedish educational sector, one concerning the steering system which evolved towards deregulation and decentralization, and the other an extension of the compulsory school. A consequence of the latter change was that in practice upper secondary education became mandatory. The political aim was to realize the vision of “one school for all”. In this study the political vision and the larger question of how to turn it into reality (the differentiation question) is used to show how activities at national as well as the local level of the steering system are formed.
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Lantheaume, Françoise. "L'enseignement de l'histoire de la colonisation et de la décolonisation de l'Algérie depuis les années trente : État-nation, identité nationale, critique et valeurs : essai de sociologie du curriculum." Paris, EHESS, 2002. http://www.theses.fr/2002EHES0022.
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Warnasuriya, Mihiri Saritha. "Building the 'Sri Lankan nation' through education : the identity politics of teaching history in a multicultural post-war society." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290147.
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Driven by the overarching objective of promoting reconciliation through education, this thesis strives to unpack the first national goal of education set out by the Sri Lankan Ministry of Education, which involves nation building and the establishment of a Sri Lankan identity through the promotion of social cohesion and the recognition of cultural diversity in Sri Lanka's plural society. Within education, history teaching in secondary school acts as the main focus of the research, due to the relevance of this goal to the subject of history as well as the ability of history to shape the attitudes and perceptions of youth. As such, the original contribution of this thesis is the development of an understanding of how the goal of nation building is being carried out through the Sri Lankan education system by focusing on the subject of history, which in turn facilitates an analysis of the identity politics of teaching history in a multicultural post-war society. With the intention of developing such an understanding, the study aims to answer three research questions: 1) What type of nation is being built through history education in Sri Lanka?; 2) How is the ethnic and religious diversity which characterises the Sri Lankan nation being dealt with through history education?; and 3) How are Sri Lankan youth being aided in understanding the sensitive matters which impeded the nation building exercise in the recent past and resulted in the break out of the ethnic conflict? The thesis draws on an inductive approach, using qualitative research and secondary literature. Findings are generated from field work and textbook analysis. Conducted in four different districts around the country chosen based on their ethnic and religious compositions, field work involves the conducting of interviews with youth, history teachers, curriculum developers, textbook writers and other academics. This thesis argues that an ambiguity regarding the composition of the 'Sri Lankan nation' is being created through history education, with it sometimes being characterised as a purely Sinhalese-Buddhist nation instead of a multicultural one. This is most likely because the prominent players involved in the development of the curriculum themselves appear to be conflicted about the monoethnic versus polyethnic nature of the nation, with their views filtering through to the educational materials they produce. It is evident that the history curriculum predominantly contains Sinhalese-Buddhist history, with little information being conveyed about the history of the minority groups. Tamils and Muslims are portrayed as invaders and outsiders since the national story is narrated through the perspective of the Sinhalese-Buddhist community who play the role of the protagonist. With respect to stakeholder reactions, there appears to be a contrast in the attitudes of Tamil and Muslim youth regarding the portrayal of minority history, with Tamils being vocal about their anger towards the perceived bias, but Muslims being reluctant to discuss ethnic matters, preferring to sweep them under the rug. Finally, in terms of the ethnically sensitive matters in recent history, while some are completely omitted from the history lessons, others are narrated through a majoritarian perspective or glossed over by leaving out key pieces of information. Youth are therefore largely unaware of the contentious matters that led to the breakdown of ethnic relations in the country, despite having lived through a brutal ethnic conflict. These findings indicate the failings of the nation building exercise being carried out through history education. Instead of building a strong Sri Lankan identity, this type of education is creating confusion regarding the composition of the nation and adversely affecting the sense of belonging of minority youth. It is also creating a younger generation who are unaware of their country's past troubles. The recent spate of ethnic and religious violence that shook the nation highlight the need to address these weaknesses in a timely manner, with a view to promoting reconciliation through education.
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Bursuc, Vlad A. "Amateurism and Professionalism in the National Collegiate Athletic Association." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1374144535.
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Borgelind, Andreas, and Bassel Mekhelif. "Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.
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In the spring term of 2013, national tests were conducted in social sciences for the first time in the Swedish sixth grade. The tests fell under criticism from various outlets associated with education which eventually resulted in the removal of these new national tests. However, as of 2016 it has been decided that the same institutions responsible for the national tests are to develop voluntary assessment support material in these subjects, which will be available nationwide in 2017, essentially replacing the tests. The idea for this essay was born out of a need to investigate to what extent the different types of knowledge and abilities of Lgr 11, the Swedish curriculum, correspond to the new national tests, since such research has yet to be done for the sixth grade version of the tests. Out of constraints related to time and size, we chose to limit ourselves to two of the four subjects in social sciences, namely history and religion. Using text analysis as method and Bloom’s revised taxonomy as an analysis model to study the alignment between the national tests and the curriculum, we’ve endeavoured to answer the following questions: To what extent are the different types of knowledge and abilities tested in the national tests in history and religion for grade six? How well do the national tests in history and religion for grade six and the knowledge requirements of Lgr 11 correspond in regard to which types of knowledge and abilities are tested and the extent of these? The results showed that the national tests and the knowledge requirements of the Swedish curriculum by and large share a high level of alignment. However, the amount of test questions corresponding to each knowledge requirement varies greatly, creating a possible gap for teachers to fill should they use the forthcoming assessment support material in their work.
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Labidi, Aroua. "« Un destin commun » : la conquête arabe dans le récit national en Algérie, au Maroc et en Tunisie depuis les indépendances." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100165.
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Cette thèse interroge le lien entre récit historique et construction nationale en Algérie, au Maroc et en Tunisie depuis les indépendances, en partant des discours politiques, des programmes d’enseignement et des manuels d’histoire. Elle se focalise sur le traitement scolaire de la conquête arabe (VIIe s.) afin d’étudier de quelle manière celle-ci s’intègre dans le récit national. Ce choix se fonde sur le fait que la conquête correspond à un passé commun aux trois pays sur le plan chronologique et spatial. Dès lors, les traitements observés révèlent des différences nationales qui sont susceptibles de révéler à leur tour des constructions différenciées de la nation. La comparaison de ces pays vise moins à confirmer une supposée ressemblance qu’à chercher les différences, afin de cerner non seulement ce que les manuels d’histoire disent de la conquête, mais aussi ce qu’elle-même dit du récit national. Malgré les proximités entre les trois pays, l’analyse montre que leurs manuels respectifs n’adoptent pas des récits nationaux similaires. Dans chaque État, ces récits composent avec différents aspects de la conquête (histoire politique et histoire religieuse, arabité et islam, territoire et langue) afin de définir une identité nationale. En Algérie, la conquête est mobilisée pour valoriser l’appartenance à une communauté arabo-musulmane qui déborde le cadre national. Au Maroc, elle est éludée du récit national à mesure que l’islamité de la monarchie chérifienne est mise en avant. En Tunisie, elle apparaît comme une étape parmi d’autres d’une longue épopée ; elle contribue à magnifier le territoire national. À travers ces différents statuts de la conquête arabe dans chacun des récits nationaux, se dessinent trois conceptions de l’État-nationThis thesis studies political discourse, school curricula, and history textbooks in order to examine the connection between historical account and national construction in post-Independence Algeria, Morocco, and Tunisia. Its object is the depiction of the Arab conquest (7th century) in educational materials and its role in building a national narrative. Though grounded in a common spatial and chronological past, the depiction of the Arab conquest of the three countries reveals significant differences in treatment, which ultimately amount to distinctive national constructions. Comparing these countries has less to do with demonstrating an assumed similarity and more with uncovering specificities in order to understand the textbooks’ discourse on the conquest and the way it shapes the national narrative. In fact, despite the aforementioned commonalities between the three countries, the study of textbooks shows different national narratives. Each one appropriates a different aspect of the conquest (political and religious history, Arab identity and Islam, language and territory) as ground for a national identity. In Algeria, the conquest underlies a sense of belonging to the whole Arab-Muslim community, which runs deeper and wider than the national limits. In Morocco, the Sherifian Kingdom - especially with regard to its Muslim attributes - tends to prevail on the conquest itself. In Tunisia, the conquest is depicted as an episode, among others, of a long national epic in which domestic territory takes center stage. It appears then that these different representations of the conquest reveal three different conceptions of the nation state
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Walls, Gail Lin. "A case study developing and demonstrating the introduction of heritage education information in a fourth grade classroom." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115426.
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This project involves two major components: research on the importance of heritage education and a five-lesson unit prepared to introduce fourth-grade students in Muncie to the history and architectural heritage of the area. The research revealed the fact that there are many concepts of heritage education ranging from ideas that involve only architecture to schemes that involve all aspects of culture. This thesis argues that the built environment, along with its cultural history, needs to be taught in the schools so that children at an early age may learn to appreciate their historic legacy. The unit of five lessons on heritage education was presented to two Muncie fourth-grade classes. The unit provided a guide for the students to examine the history and architecture of Muncie, Indiana. At the end of the unit, the students were tested to see what they had retained.Department of Architecture
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Rodwell, Grant William. "Historical novels and related genres in the history curriculum." Thesis, 2013. http://hdl.handle.net/2440/86965.
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Based on publications, this thesis is submitted for examination in two
separate parts. Its overarching theme, however, is an examination of
historical novels and related genres as a means to enhance student
engagement in the History curriculum. The thesis was written during a time
of considerable falling enrolments in Australian senior History classes,
which has been juxtaposed with the mandating of the teaching of History in
Australian schools for Years K(R)-10, with Years 11-12 to follow in 2014.
The thesis argues that the teaching of History in grades K(R)-10 can be
greatly enhanced through the strategic use of historical novels and their
various genres. Not only does the pedagogical use of historical novels
increase students’ engagement with History, but this pedagogy also
significantly enhances their understanding and appreciation of history as a
discipline, greatly increasing their historical literacy. This pedagogy
improves students’ knowing of both history and the discipline of History,
and is a method of developing students’ understanding about the
relationships of peoples and events in the past.
In order to demonstrate these statements, this thesis has been developed in
three parts: a recently published scholarly monograph (volume one); an
exegisis and a time-slip novel, written with intention of publication, and to
demonstrate the arguments advanced in the scholarly monograph (volume
two).Thesis (Ph.D.) -- University of Adelaide, School of Education, 2013.
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Biancotti, Stefanie Joy. "Implementation of national History and Geography curriculum initiatives by a regional Queensland secondary social science department: actants, agency, and curriculum change." Thesis, 2018. https://researchonline.jcu.edu.au/53675/1/53675-Biancotti-2018-thesis.pdf.
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Schools are currently experiencing a dynamic period of curriculum change as a result of the transition to the Australian Curriculum. This study investigates the implementation of the Australian Curriculum History and Geography by a junior secondary school department (Years 7–10) in regional Far North Queensland. It explores the Australian Curriculum implementation processes and outcomes within one Social Science department, through a case study methodology (Yin, 2003). Actor Network Theory (Fenwick & Edwards, 2010) was utilised as the theoretical framework for this research. The Actor Network theoretical framework identified the human actants (including lead researcher, teachers, and administrators) and non-human actants (such as textbooks and timetables) in the curriculum translation network, and how the interactions between them shape the network and its processes. This thesis explores the historical context of curriculum change, maps the network of curriculum actants, and the enabling and constraining factors in actants' engagement and agency during the implementation. The researcher, who was also the Social Science Subject Area Coordinator, utilised observations, interview and survey data to provide insights into the ways in which teachers shape their own professional practices in response to curriculum change. The thesis highlights how the agency and engagement of various actants (whether human or non-human) can fluctuate at times within the network. It also highlights how curriculum change is a messy and complex process that is ubiquitous in nature. The ubiquitous nature can be identified in its pervasiveness into networks (human and non-human), and is continual across teacher years. The thesis concludes by discussing some of the implications for discrete History and Geography disciplines, support of teachers during curriculum change, the role of teacher agency in such change, and the way forward for teacher professional development.
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林偉民. "Content Analysis of National Identity in First-Year Taiwan History Proposed in High School Temporary Curriculum Guidelines of 2006." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/33230258665037014742.
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碩士臺北市立教育大學
社會科教育研究所
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As High School Temporary Curriculum Guidelines came into effect in the academic year of 2006, history curriculum adopted the “concentric circle theory” of “from interior to exterior”, “from near to far”, and “from modern to ancient”. In other words, students would learn history in the following sequence: local history, Taiwan history, history of China, history of Asia, and world history. This academic year pioneered in dedicating a whole volume of textbook to Taiwan history. In addition to democracy movements of Lei Chen and Formosa Incidents, the coverage reached as far as the popular culture about Jay Chou, Chang Hui-Mei (A-mei), and Korean Drama Dae Jang Geum. Trends of globalization and highly controversial issues were also encompassed, including San Francisco Peace Treaty, Treaty of Peace between the Republic of China and Japan, Theory of the Uncertainty of Taiwan’s Status, Two States in One Nation, and 319 Gunshot Incident.“ The researcher was motivated to understand the political turmoil caused by the divergence in national identity among the public, analyze the controversies over textbook caused in the localization of education, and examine textbooks from the perspective of national identity. The approach of content analysis was adopted to examine national identity in the five versions of textbook, published by San Min Books, Nan-i, Kang Si, Han Lin Publishing, and Lungteng Cultural. Besides investigation on related theories, background, and various perceptions about national identity formed in different periods of Taiwan, a content analysis was also conducted on national identity in history textbooks for senior high school students. The purpose was to provide reference for future curriculum design. Results obtained in this research are: 1. National identity theories can be divided into nationalism, communitarianism, and liberalism, which respectively stress ethnic identity, cultural identity, and institutional identity. 2. The Temporary Curriculum Guidelines of 2006 have not clearly pointed out that "Republic of China” is the nation to be identified with, intending to blur the issue of national identity. Besides, the “concentric circle theory” proposed by Tu Cheng-Shen is the source of arguments over high school history textbooks. 3. Among the five editions of textbooks, institutional identity has the largest coverage followed by cultural identity, and ethnic identity has the least coverage under the main category of national identity. 4. “Ethnic identity” covered in the five editions is mainly based on “significant historic events or historic memory”, while “cultural identity” is centered on “historic sites, cultural development, and achievement of each era” and “language and religion”. "Institutional identity” is focused on “political systems” and “economic systems”. 5. The “textbook contents” of the five editions are characteristic and pluralistic. The Han Lin edition provides detailed descriptions and in-depth perspectives for localization and globalization. The Kang Si edition provides the most comprehensive explanations about the development of cross-strait relations and political views. The Lungteng Cultural edition uses full-page texts and graphics to elaborate the development of oversea independence movement. The Nan-I edition has a thorough coverage about the origin of “Yimin” (righteous citizens) and the Constitutional amendments passed since 2005. The San Min edition not only covers party rotation but also provides a chronology of the 319 Gunshot Incident which occurred on the eve of the Presidential election, as presented in the Kang Shi edition. 6. As to local proverbs and ballads in the five editions, Taiwanese proverbs and ballads take up the major proportion, and Taiwanese chauvinism can be easily found in these materials. It is necessary to adequately include Hakka or aboriginal proverbs and ballads in the textbooks.
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Zanazanian, Boghos. "Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec." Thèse, 2009. http://hdl.handle.net/1866/3465.
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Cette thèse s’intéresse aux effets de la conscience historique sur les négociations de l’ethnicité et la structuration des frontières intergroupes chez les enseignants d’histoire nationale au Québec. L’ambiguïté de dominance ethnique entre Francophones et Anglophones contextualise la façon dont les enseignants de ces groupes historicisent les significations du passé pour se connaître et s’orienter « ethniquement. » Selon leurs constructions des réalités intergroupes, ils peuvent promouvoir la compréhension intergroupe ou préserver une coexistence rigide.
Le premier article théorise comment les capacités à historiciser le passé, ou à générer des formes de vie morales pour une orientation temporelle, soutiennent la construction de l’ethnicité. En développant un répertoire des tendances de conscience historique parallèles et égales afin de comprendre les fluctuations dans le maintien des frontières ethniques, l’article souligne l’importance de la volonté à reconnaître l’agentivité morale et historique des humains à rendre les frontières plus perméables.
Le deuxième article discute d’une étude sur les attitudes intergroupes et les traitements mutuels entre des enseignants d’histoire Francophones et Anglophones. Alors que la plupart des répondants francophones sont indifférents aux réalités sociales et expériences historiques des Anglo-québécois, tous les répondants anglophones en sont conscients et enseignent celles des Franco-québécois. Cette divergence implique une dissemblance dans la manière dont les relations intergroupes passées sont historicisées. La non-reconnaissance de l’agentivité morale et historique des Anglo-québécois peut expliquer l’indifférence des répondants francophones.
Le dernier article présente une étude sur la conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois. En mettant le répertoire de conscience historique développé à l’épreuve, l’étude se concentre sur la manière dont les répondants historicisent le changement temporel dans leurs négociations de l’ethnicité et leurs structurations des frontières. Tandis que leurs opinions sur l’« histoire » et leurs historicisations des contextes différents les amènent à renforcer des différences ethnoculturelles et à ne pas reconnaître l’agentivité morale et historique de l’Autre, presque la moitié des répondants démontre une ouverture à apprendre et transmettre les réalités et expériences anglo-québécoises. La dépendance sur les visions historiques préétablies pour construire les réalités intergroupes souligne néanmoins l’exclusion de ce dernier groupe dans le développement d’une identité nationale.This three-article thesis looks at the effects of historical consciousness on the negotiation of ethnicity and the structuring of group boundaries among national history teachers in Quebec. The province’s ambiguous ethnic dominance between Francophones and Anglophones sets the stage for revealing how teachers from Quebec’s parallel history classrooms historicize meanings of the past for ethno-cultural awareness and agency. Depending on how inter-group realities are constructed, these educators can either promote inter-group comprehension or preserve rigid co-existence. The first article theorizes how social actors’ differing capacities to historicize the past, or to generate moral life patterns for temporal orientation, underlie their negotiations of ethnicity and agency toward the “significant Other.” By developing a repertory of parallel and equal tendencies of historical consciousness for grasping fluctuations in ethnic boundary maintenance, the article moreover argues how social actors’ willingness to recognize human moral and historical agency is central to group boundary porosity. The second article discusses the findings of an exploratory study conducted on inter-group attitudes and mutual in-class treatments between Francophone and Anglophone educators in Montreal national history classrooms. Whereas most Francophone respondents are indifferent to Anglo-Québécois social realities and historical experiences, all Anglophone ones know and transmit those of the Franco-Québécois to their students. Mirroring each group’s sociological status, this divergence implies a dissimilarity in how past inter-group relations are historicized. Possible non-recognition of Anglo-Québécois moral and historical agency moreover explains the prevalent indifference among Francophone respondents. The last article touches upon an in-depth study conducted on Francophone national history teachers’ historical consciousness of the Anglo-Québécois. By testing my aforementioned repertory, the study analyzed how respondents historicize temporal change when negotiating ethnicity and structuring group boundaries. While their views on “history” and their historicizing of different thematic contexts overwhelmingly lead respondents to reinforce ethno-cultural differences and to not recognize human moral and historical agency, half of them nonetheless demonstrate openness to learning about and transmitting Anglo-Québécois social realities and historical experiences. Despite such willingness, reliance on pre-established historical visions for constructing inter-group realities nevertheless highlights the exclusion of the latter when respondents set out to develop a national identity among students.
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Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
Full textAbstract:
This study deals with the impact of educational policy on the National Senior Certificate: Pre-1994 and Post democracy South African case. The qualitative approach was used in this study, and the research findings were based on the analysis of documents. The transition from apartheid education to the present education system in South Africa has not been without challenges. In the past, South African education reflected the fragmented society in which it was based. Outcomes
based education (OBE)/Curriculum 2005 (C2005), since its inception, was riddled with challenges. OBE/C2005 by its nature is complex. It is not user-friendly for developing countries such as South Africa. The aim of this study is to explore the impact of educational policies on the
2008 National Senior Certificate results. Historical-educational research is undertaken with the view of putting the education phenomenon into proper perspective. Venter (1985) is of the opinion that historical education investigation refers to the systematic placing of historical education variables in the spotlight. The general, continual pedagogical and fundamental problems are accentuated against the multiplicity of historical detail. This then makes historical-educational research an orderly (systematic and controlled) process of knowledge enrichment (Venter & Van Heerden 1989:106). The National
Senior Certificate was established in terms of National Education Act 27 of 1996. Curriculum 2005 has been described in policy documents as a “paradigm shift” because it represents a radical departure from the previous curriculum in terms of the following: theoretical
underpinnings, structure and organisation, teaching and learning process, and assessment (South Africa, Department of Education 1997:1). Pre-1994, the researcher discovered that the education of black people in rural areas in particular and South Africa in general was, in most instances, negatively impacted by policies of the
previous government (1948-1953). The apartheid government used poor funding models to ensure that there were low teacher-pupil ratios and teacher qualifications were of unequal standard. Unequal pattern of spending continued well into the post-1994 democratic era.
This poor funding model which impacted negatively on rural schools made infrastructural provision in rural areas difficult.
Post -1994 democratic dispensation, the researcher discovered that the government have competitive legislative policies in place, but the challenges lay in the fact that those policies were impulsively implemented. Hence the many challenges. This is shown by the frequency of curriculum changes which took place in a very short space of time. Stakeholders played a major role in insuring that schools received quality service by challenging some of the decisions the government was taking. The government has had to take the
recommendations into account.Public Administration and Management
M.Admin. (Public Administration)
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ČARNOGURSKÁ, Lenka. "Historie vzdělávání v obci Volduchy do roku 1965." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364514.
Full textAbstract:
The diploma work focuses on the beginnins and historical development of elementary education in the village of Volduchy since the end of 18th century until 1965. It summarizes and analyzes available regional sources. The first chapter is about the history of Volduchy. Next chapters follow the changes in pedagogical staff, number of pupils, denomination, organisation of education, extracurricular activities, numerous celebrations, significant events, teaching collections as well as the use of the school building. The diploma work also focuses on the influence of historical events and political changes on education.
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Black, David Alexander. "Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012." Thesis, 2014. http://hdl.handle.net/10500/14487.
Full textAbstract:
It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be.History
D. Litt. et Phil. (History)
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Black, David Alexander. "Changing perceptions of history education in black secondary schools, with special reference to Mpumalanga, 1948-2008." Thesis, 2009. http://hdl.handle.net/10500/3451.
Full textAbstract:
This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society.History
M.A. (History)
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沈維芬. "The history of Elementary school teacher education curricula: The case study of National Hsinchu University of Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20352309806877633541.
Full textAbstract:
碩士國立新竹教育大學
教育學系碩士班
100
The study aims to discuss the evolving process of pre-service teacher education in National Hsinchu University of Education (NHUE). With historical methodology, the researcher organized and analyzed related literature, then looked into the context of teacher education and the process of courses transforming in curriculum. The findings are concluded as following. First, from curriculum development perspective, it reveals that the government has been promoting primary teachers’ education level. Second, curriculum structure stably develops. In early days there were more compulsory courses while recently elective courses are increasing. Third, education specialized compulsory courses lay stress on technology learning in recent years and the proportion of teaching practice courses decreases in comparison. Fourth, in early days general curriculum emphasized on basic knowledge and was restricted by certain ideology. It is not until recent days that various courses are set up and English competence is valued. Fifth, there were few elective courses and most students took them in group at that time. Recently students take specialized courses according to job consideration. Sixth, curriculum of multi-dimensional teacher education needs to be promoted and professionalized.
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Allain, Julia Anne. "Duwamish history in Duwamish voices: weaving our family stories since colonization." Thesis, 2014. http://hdl.handle.net/1828/5790.
Full textAbstract:
Duwamish people are “the People of the Inside,” “the Salmon People”—Coast Salish people who occupied a large territory inside the Olympic Mountains and the Cascade range. Ninety Longhouses were situated where Seattle and several neighbouring cities now stand. Today, over six hundred Duwamish are urban Indigenous people without legal recognition as an American Indian tribe, still battling for rights promised by the Point Elliott Treaty of 1855. Portrayals of Duwamish history since the time of colonization are often incomplete or incorrect.
A tribe member myself, I set out to record and present family stories concerning the period 1850 to the present from participants from six Duwamish families. I gathered histories told in the words of the people whose family experiences they are. It is history from a Duwamish perspective, in Duwamish voices. Collected family stories are recorded in the appendices to my dissertation. In my ethnographic study, I inquire as to what strengths have carried Duwamish people through their experiences since colonization. The stories reveal beliefs and practices which have supported the Duwamish people, and hopes for the future.
Data was gathered using multiple methods, including fieldwork—visiting a master weaver; attending tribal meetings; and visiting historic sites—reading existing documents by Duwamish authors and by settlers, and interviewing, including looking at photos to elicit information. Five themes emerged from the data: Finding a True History; What Made Them Strong; Intermarriage; Working for the People; and Working with the Youth. These themes together constitute what I term the Indigenous Star of Resilience (see Figure One in Chapter Six). For me, this study has truly been swit ulis uyayus—“work that the Creator has wrapped around me” (Vi Hilbert, quoted in Yoder, 2004); work that is a gift.Graduate
0727
0452
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juliemorgana@yahoo.ca
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Seokgo, Makoto Rachael. "Tlhoriso le lehloyo la batswantle mo go papadi ya M.S. Serudu: naga ga di etelane." Diss., 2011. http://hdl.handle.net/11602/1051.
Full text
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Chipps-Sawyer, Allis Pakki. "Standing on the edge of yesterday: A dilemma of oral knowledge in a West Coast family." Thesis, 2007. http://hdl.handle.net/1828/234.
Full textAbstract:
ABSTRACT
The Nitinaht language and traditional knowledge that was usually transmitted from the older to the younger family members is on the verge of being lost forever. As a member of a Nitinaht family, I have concentrated on finding the Elders in our family, who are spread all over Vancouver Island, in an attempt to try to find a way to preserve this invaluable knowledge and to pass it on to future generations.
This information was recorded and will be presented through interactive multimedia, which allows for the transmission of oral information such as stories, photographs, interviews, family trees, history, language and anecdotes. Since modern technology and traditional knowledge seem at the opposite ends of the spectrum, the research also looked into the acceptability of this method of transmission.
Much traditional knowledge is confidential, and thus is not part of the written dissertation; however, much information is included without disrespect for our beliefs as ideas for future research. The written documentation includes a history of our family, discussion of the beauty and uniqueness of the Diitidaht (Nitinaht) language, a narration of our last Puku’u basket weaver, and a description of the “Family First” interactive multimedia program.
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Nel, Monika Barbara Elisabeth. "Criteria for sound Christian education, with reference to Christian Education South Africa (CESA) 1984-1993 : a historical-educational investigation and evaluation." Diss., 1994. http://hdl.handle.net/10500/19070.
Full textAbstract:
Christian Education South Africa (CESA), formerly known as Accelerated Christian
Education (South Africa) or ACE(SA), represents a significant number of evangelical
Christian schools in South Africa. Most CESA schools are multiracial· and part of
charismatic fellowships.
The purpose of this study was to investigate CESA {its roots, philosophy of education
and methodology) and to evaluate the quality of Christian education offered at CESA
schools.
Firstly, 'sound Christian education' was defined. Secondly, a model for assessing
Christian education was developed. The SAPPAB model with its six criteria (spiritual,
academic, physical, practical, administrative and balance) assess both the biblical and t
educational 'soundness' of an education programme .
. Information was gathered over six years by way of interviews, surveys, ethnographic
and in-depth case studies. Evaluations included individual CESA schools, CESA as an
organization and the ACE programme. The major finding was that individual CESA
schools do contribute meaningfully to sound Christian education, but that the
organization as such lost its vision and its influence.Educational Studies
M. Ed. (History of Education)