History Teaching Identities And Citizenship

Author: Luigi Cajani
Editor: Trentham Books Limited
ISBN: 9781858563664
File Size: 23,49 MB
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This collection explores the relationship between models of history teaching, their impact on the building of collective, and individual identities and civic education, and particularly conflict solution and intercultural education. The theoretical focus is on historical consciousness; the geographical focus is Europe and its Mediterranean neighbours.

Globalisation And National Identity In History Textbooks

Author: Joseph Zajda
Editor: Springer
ISBN: 9402409726
File Size: 48,91 MB
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Globalisation and National Identity in History Textbooks: The Russian Federation, the 16th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, discusses trends in dominant discourses of identity politics, and nation-building in school history textbooks in the Russian Federation (RF). The book addresses one of the most profound examples of the re-writing of history following a geo-political change. Various book chapters examine debates pertaining to national identity, patriotism, and the nation-building process. The book discusses the way in which a new sense of patriotism and nationalism is documented in prescribed Russian history textbooks, and in the Russian media debate on history textbooks. It explores the ambivalent and problematic relationship between the state, globalisation and the construction of cultural identity in prescribed school history textbooks. By focusing on ideology, identity politics, and nation-building, the book examines history teachers’ responses to the content of history textbooks and how teachers depict key moments in modern Russian history. This book, an essential sourcebook of ideas for researchers, practitioners and policymakers in the fields of globalisation and history education, provides timely information on history teachers’ attitudes towards historical knowledge and historical understanding in prescribed Russian history textbooks.

Historical Dialogue And The Prevention Of Mass Atrocities

Author: Elazar Barkan
Editor: Routledge
ISBN: 1000043940
File Size: 15,59 MB
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This book brings together a diverse range of international voices from academia, policymaking and civil society to address the failure to connect historical dialogue with atrocity prevention discourse and provide insight into how conflict histories and historical memory act as dynamic forces, actively facilitating or deterring current and future conflict. Established on a variety of international case studies combining theoretical and practical points of view, the book envisions an integrated understanding of how historical dialogue can inform policy, education, and the practice of atrocity prevention. In doing so, it provides a vital basis for the development of preventive policies sensitive to the importance of conflict histories and for further academic study on the topic. It will be of interest to all scholars and students of history, psychology, peace studies, international relations and political science.

History Education And Post Conflict Reconciliation

Author: Karina Korostelina
Editor: Routledge
ISBN: 0415523893
File Size: 59,82 MB
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This book analyses the role of history education in conflict and post-conflict societies, describing common history textbook projects in Europe, the Balkans, the Caucasus, the Far East and the Middle East. Ever since the emergence of the modern school system and the implementation of compulsory education, textbooks have been seen as privileged media. The knowledge they convey is relatively persistent and moreover highly selective: every textbook author must choose and omit, condense, structure, reduce, and generalize information. Within this context, history textbooks are often at the centre of interest. There are unquestionably significant differences regarding homogeneity or plurality of interpretations when concepts of history education are compared internationally. This volume conducts a comparative analysis of common history projects in different countries and provides conceptual frameworks and methodological tools for enhancing the roles of these projects in the processes of conflict prevention and resolution. This book is timely, as issues of history education in conflict and post-conflict societies are becoming more popular with the increased realisation that unresolved disagreements about historical narratives can, and often do, lead to renewed conflict or even violence. This book will be of interest to students of peace studies and conflict resolution, political science, history, sociology, anthropology, social psychology, and international relations in general.

American Indian Identity Citizenship Membership And Blood

Author: Se-ah-dom Edmo
Editor: ABC-CLIO
ISBN: 1440831475
File Size: 43,79 MB
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This single-volume book contends that reshaping the paradigm of American Indian identity, blood quantum, and racial distinctions can positively impact the future of the Indian community within America and America itself. • Addresses legal and historical issues about Indian identity and multiple citizenships that have never before been covered in a text • Sums up the issues, discussion, and proposed solutions to the questions surrounding Indian identity • Sounds an awakening call to tribal leaders regarding the threat of extermination if they continue to rely on the paradigm of blood quantum instead of citizenship to define Indian identity • Provides a voice that reaches out to and finds common cause with indigenous brothers and sisters in the world of former British colonies

Youth And Conflict In Israel Palestine

Author: Victoria Biggs
Editor: Bloomsbury Publishing
ISBN: 183860491X
File Size: 41,53 MB
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How are forbidden histories told and transmitted among young people in Israel/Palestine? What can their stories teach us about their everyday experiences of segregation and political violence? This book investigates how young people use storytelling to navigate borders, memory, and unseen spaces, and to confront questions of belonging and those they see as the 'other'. The study is unique in its inclusion of children from a broad spectrum of communities, including Palestinian refugee camps and right-wing Israeli settlement homes. The book shows that boundary spaces are fertile ground for the transmission of forbidden stories and memories. Young people are at the centre of the research and Victoria Biggs argues that storytelling reveals much more about their experiences and perceptions than either quantitative data or qualitative interviews. Through analysis of the language, metaphor, violence, and endings employed in the stories, storytelling is shown to be a political act that plays a vital role in shaping conflict-affected young people's concepts of community, exclusion, and belonging.

Citizenship Identity And Education In Muslim Communities

Author: Michael S. Merry
Editor: Palgrave MacMillan
ISBN:
File Size: 40,73 MB
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This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Among its aims is to establish the theoretical possibility of a philosophically and doctrinally plausible overlapping consensus between Islam and democracy, to identify respect for difference as one critical component of that overlapping consensus, and to examine a range of Islamic educational practices in various socio-historical contexts. Accordingly, each of these essays offers important insights into the various ways one may identify with, and participate in, different democratic and democratizing societies to which Muslims belong.

Federalism Citizenship And Collective Identities In U S History

Author: Cornelis A. van Minnen
Editor: Vu University Press Amsterdam
ISBN:
File Size: 64,54 MB
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This book highlights key aspects of the American experience inn forging political, social, and cultural identities from the late eighteenth century to the present

Curriculum Culture And Citizenship Education In Wales

Author: Kevin Smith
Editor: Springer
ISBN: 1137544430
File Size: 72,96 MB
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This book explores how culture and citizenship are theorised, promoted and learned throughout schools in Wales. Following a brief history of Welsh education and a discussion of how contemporary cultural identity is theorised through citizenship education curricula, it illustrates how archaic approaches to understanding cultural identity continue to undermine the development of culturally relevant curriculum in Wales. Smith also analyses how young people discuss their orientations to Welshness, how teachers engage with the requirements of the Curriculum Cymreig and how these reactions develop within educational settings. Ending with a recommendation for a more sophisticated framework for conceptualising identity and a critical approach for discussing citizenship and cultural identity in schools in Wales, this book highlights how the critical pedagogy can progress further.

Education Citizenship And Cuban Identity

Author: Rosi Smith
Editor: Springer
ISBN: 1137583061
File Size: 67,95 MB
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This book explores how Cuba’s famously successful and inclusive education system has formed young Cubans’ political, social, and moral identities in a country transfigured by new inequalities and moral compromises made in the name of survival. The author examines this educational experience from the perspective of those who grew up in the years of economic crisis following the fall of the Soviet Union, charting their ideals, their frustrations and their struggle to reconcile revolutionary rhetoric with twenty-first century reality.

Education For Inclusive Citizenship

Author: Dina Kiwan
Editor:
ISBN:
File Size: 66,30 MB
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This book examines the conceptions of citizenship and the extent to which these conceptions accommodate ethnic and religious diversity in today's schools. The author contributes to theoretical thinking on inclusive citizenship through a focus on the policy and curriculum development process of citizenship education in the English secondary school context, and she bases her work on original first-hand account from interviews with key players involved, such as former home secretary David Blunkett, Sir Bernard Crick and other high profile policy-makers. Four main models of citizenship underpinned by political philosopy are proposed and the theoretical and practical implications for diversity of these four models are explicated.

Globalisation Cultural Identity And Nation Building

Author: Joseph Zajda
Editor: Springer Nature
ISBN: 9402420142
File Size: 28,48 MB
Format: PDF
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This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious identities in the global culture. It explores the ambivalent and problematic connections between the state, globalisation, the construction of cultural identity, and the nation-building process – also in connection with history education and the history textbooks used in schools. The book also explores conceptual frameworks and methodological approaches applicable to research on the state, globalisation, nation-building and identity politics. Drawing on diverse paradigms, ranging from critical theory to globalisation, the book, by focusing on globalisation, ideology and cultural identity, critically examines recent research in history education and its impact of identity politics, as well as the most significant dimensions defining and contextualising the processes surrounding nation-building and identity politics globally. Given the need for a multiple perspective approach, the authors, who have diverse backgrounds and hail from different countries and regions, offer a wealth of insights, contributing to a more holistic understanding of the nexus between the nation-state and national identity.

Teaching History For Justice

Author: Christopher C. Martell
Editor: Research and Practice in Socia
ISBN: 0807764744
File Size: 60,97 MB
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"Learn how to enact justice-oriented pedagogy and foster students' critical engagement in today's history classroom. Teachers can use this book to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society"--

Directory Of European Historians Of North America

Author: Willi Paul Adams
Editor: Berlin, Germany : John F. Kennedy Institut for North American Studies, Freie Universität Berlin
ISBN:
File Size: 37,50 MB
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The Historian

Author:
Editor:
ISBN:
File Size: 40,21 MB
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Citizenship Education Identity And Nationhood

Author: Dean Garratt
Editor: Continuum
ISBN:
File Size: 44,35 MB
Format: PDF, ePub, Mobi
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This text combines pedagogical interest with a sound philosophical base at both undergraduate and postgraduate levels. It will appeal to both the research specialists and undergraduates of Ed Studies and PGCE, espcially with the emerging agenda of 'student as researcher' at this level. >

Remembrance And Citizenship From Places To Projects Symposium

Author: Council for Cultural Co-operation
Editor:
ISBN: 9789287139818
File Size: 76,63 MB
Format: PDF
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Sociological Abstracts

Author: Leo P. Chall
Editor:
ISBN:
File Size: 72,62 MB
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CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.

The Arts And The Teaching Of History

Author: Penney Clark
Editor: Springer Nature
ISBN: 3030515133
File Size: 29,74 MB
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This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students’ knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students’ understandings and as a mechanism for students to present their own emerging historical perspectives.

National History Standards

Author: Linda Symcox
Editor: IAP
ISBN: 160752192X
File Size: 34,31 MB
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As educators in the United States and Europe develop national history standards for K12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by socalled 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived “skills vs. content” debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policymakers and opinion leaders often confuse the pedagogical desirability of using a ‘framework’ for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume.” Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nationstate is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nationstate, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frameofreference knowledge relate to canonical knowledge and the body of knowledge of history as a whole?