History Education And National Identity In East Asia

Author: Edward Vickers
Editor: Routledge
ISBN: 1135405077
Size: 17,87 MB
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Visions of the past are crucual to the way that any community imagines itself and constructs its identity. This edited volume contains the first significant studies of the politics of history education in East Asian societies.

History Education In The Formation Of Social Identity

Author: K. Korostelina
Editor: Springer
ISBN: 1137374764
Size: 10,35 MB
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In order to determine how history education can be harnessed to reduce conflict attitudes and intentions and create a culture of peace, this book examines how history curricula and textbooks shape the identities of their students through their portrayals of ingroup and outgroup identity, intergroup boundaries, and value systems.

Education As A Political Tool In Asia

Author: Marie Lall
Editor: Taylor & Francis
ISBN: 0415595363
Size: 17,32 MB
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This book offers a fresh and comparative approach in questioning what education is being used for and what the effects of the politicisation of education are on Asian societies in the era of globalisation. Education has been used as a political tool throughout the ages and across the whole world to define national identity and underlie the political rationale of regimes. In the contemporary, globalising world there are particularly interesting examples of this throughout Asia, ranging from the new definition of Indian national identity as a Hindu identity (to contrast with Pakistan's Islamic identity), to particular versions of nationalism in China, Japan, Singapore and Vietnam. In Asia education systems have their origins in processes of state formation aimed either at bolstering 'self-strengthening' resistance to the encroachments of Western and/or Asian imperialism, or at furthering projects of post-colonial nation-building. State elites have sought to popularise powerful visions of nationhood, to equip these visions with a historical 'back-story', and to endow them with the maximum sentimental charge. This book explores all of these developments, emphasising that education is seen by nations across Asia, as elsewhere, as more than simply a tool for economic development, and that issues of national identity and the tolerance - or lack of it - of ethnic, cultural or religious diversity can be at least as important as issues of literacy and access. Interdisciplinary and unique in its analysis, this book will be of interest to scholars of political science, research in education and Asian Studies.

Designing History In East Asian Textbooks

Author: Gotelind Müller-Saini
Editor: Taylor & Francis
ISBN: 1136826920
Size: 12,43 MB
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This book analyses the efforts throughout East Asia to deploy education for purposes of political socialization, and in particular in order to shape notions of identity. Written by a group of international education experts chapters discuss the enduring focus on the role of curricula in inculcating homogenous visions of the national self, and indeed homogenized visions of significant 'others'. The book also looks at the alternative approaches to textbook design, including the new trend of common textbook initiatives which operate with the aim of defusing the tensions that mutual representation have tended to fuel. It also breaks new ground in the alaysis of East Asia's textbook wars by including contributions from scholars and curriculum developers involved in writing national and multi-national history textbooks.

Globalisation Ideology And Politics Of Education Reforms

Author: Joseph Zajda
Editor: Springer
ISBN: 3319195069
Size: 10,93 MB
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This 14th volume in the 24-volume book series sets out to explore the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in the light of recent shifts in accountability, quality and standards-driven education, and policy research. By doing so, it provides a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state. It explores conceptual frameworks and methodological approaches applicable in the research covering the state, globalisation, and education reforms. It critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way that shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and democracy and examine both the reasons and outcomes of education reforms and policy change. They provide an informed critique of models of accountability, quality and standards-driven education reforms that are informed by Western dominant ideologies and social values. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education.

American Book Publishing Record

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ISBN:
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The Palgrave Handbook Of Global Citizenship And Education

Author: Ian Davies
Editor: Springer
ISBN: 113759733X
Size: 17,96 MB
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This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia. The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Finally, the 'Key Issues in the Teaching of Global Citizenship' section discusses how education can be provided through school subjects and study abroad programmes, as well as through other means including social media and online assessment, and political activism. This Handbook will be vital reading for academics, postgraduates and advanced undergraduates in the fields of sociology and education, particularly those with an interest in comparative studies.

Nation Building And History Education In A Global Culture

Author: Joseph Zajda
Editor: Springer
ISBN: 9401797293
Size: 16,21 MB
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This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research.

Identity Trauma Sensitive And Controversial Issues In The Teaching Of History

Author: Hilary Cooper
Editor: Cambridge Scholars Publishing
ISBN: 1443884731
Size: 13,41 MB
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History Education is a politically contested subject. It can be used to both promote xenophobia and to develop critical thinking, multiple perspectives, and tolerance. Accordingly, this book critically examines complex issues and constructivist approaches that make history relevant to students’ understanding of the modern world. As such, it has global appeal especially in North and South America, Canada, Europe and Asia. The book’s authors address the major challenges that History Education faces in an era of globalisation, digital revolution and international terror, nationalism and sectarian and religious conflict and warfare. Central to this volume are controversial issues, trauma, and questions of personal and national identity from a wide range of international settings and perspectives. The research in this book was undertaken by leading history educators from every continent. Their interdisciplinary research represents an important contribution to the teaching of social sciences, social psychology, civic education programmes, history and history education in schools, colleges and universities. The book offers new approaches to history educators at all levels. In addition, the chapters offer potential as required reading for students to both develop an international perspective and to compare and contrast their own situations with those that the book covers. Section I considers issues related to identity; how can history education promote social coherence in multicultural societies, in societies divided by sectarianism, or countries adapting to regime changes, whether Communist or Fascist, including, for example, South Africa, previously Communist countries of Eastern Europe, and previous dictatorships in South America and Western Europe. It discusses such questions as: How important is it that students learn the content of history through the processes of historical enquiry? What should that content be and who should decide it, educators or politicians? What is the role of textbooks and who should write and select them? Should history be taught as a discrete discipline or as part of a citizenship or social sciences curriculum? Sections II and III explore ways in which memory of sensitive issues related to the past, to war, or to massacres may be addressed. Are there new methodologies or approaches which make this possible? How can students understand situations involving intolerance and injustice?

Books In Print

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Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.