Muutke küpsiste eelistusi

E-raamat: Discourses of Globalisation, and the Politics of History School Textbooks

Teised raamatud teemal:
  • Formaat - EPUB+DRM
  • Hind: 159,93 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Lisa ostukorvi
  • Lisa soovinimekirja
  • See e-raamat on mõeldud ainult isiklikuks kasutamiseks. E-raamatuid ei saa tagastada.
Discourses of Globalisation, and the Politics of History School TextbooksSuurem pilt
Teised raamatud teemal:

DRM piirangud

  • Kopeerimine (copy/paste):

    ei ole lubatud

  • Printimine:

    ei ole lubatud

  • Kasutamine:

    Digitaalõiguste kaitse (DRM)
    Kirjastus on väljastanud selle e-raamatu krüpteeritud kujul, mis tähendab, et selle lugemiseks peate installeerima spetsiaalse tarkvara. Samuti peate looma endale  Adobe ID Rohkem infot siin. E-raamatut saab lugeda 1 kasutaja ning alla laadida kuni 6'de seadmesse (kõik autoriseeritud sama Adobe ID-ga).

    Vajalik tarkvara
    Mobiilsetes seadmetes (telefon või tahvelarvuti) lugemiseks peate installeerima selle tasuta rakenduse: PocketBook Reader (iOS / Android)

    PC või Mac seadmes lugemiseks peate installima Adobe Digital Editionsi (Seeon tasuta rakendus spetsiaalselt e-raamatute lugemiseks. Seda ei tohi segamini ajada Adober Reader'iga, mis tõenäoliselt on juba teie arvutisse installeeritud )

    Seda e-raamatut ei saa lugeda Amazon Kindle's. 

This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. 

The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, have the power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.
1 Discourses of Globalisation and the Politics of History School Textbooks
1(18)
1.1 Globalisation, Ideology and History Education in Schools
1(2)
1.1.1 Methodology
2(1)
1.2 Ideology and National Identity
3(3)
1.2.1 Ideology
3(1)
1.2.2 National Identity
4(1)
1.2.3 National Identity as a Socio-political Construct
4(2)
1.3 The Effects of Globalisation on Education and Society
6(1)
1.4 Globalisation and Reforms of School History Textbooks
7(4)
1.4.1 The Council of Europe History Textbooks Projects
8(3)
1.5 The Politics of Historical Narratives in History Textbooks
11(4)
1.6 Global Historical Perspectives on School History Textbooks
15(3)
1.6.1 The Political Economy of History Textbook Publishing
15(3)
1.7 Conclusion
18(1)
2 Discourses of the Politics of History School Textbooks
19(14)
2.1 Discourses in History School Textbooks: Ideology and the Nation-Building Process
19(2)
2.1.1 The Use of Discourse in Analysing Historical Narratives
19(1)
2.1.2 Discourses Surrounding Historical Narratives
20(1)
2.2 The Role of Intercultural Dialogue and `Learning to Be' in Teaching History
21(6)
2.2.1 The Role of Intercultural Dialogue in History Teaching
21(2)
2.2.2 The Significance and Relevance of Cultural Differences in History Teaching
23(2)
2.2.3 Evolving Muslim Societies as the Other
25(1)
2.2.4 Evolving National Identity and Historical Narratives
25(1)
2.2.5 Methodological Issues in Education and Intercultural Dialogue
26(1)
2.3 Ideology, the State and School History Textbooks
27(5)
2.3.1 Historical Narratives as One History
27(5)
2.4 Conclusion
32(1)
3 Historical Thinking and Historical Narratives in School Textbooks
33(14)
3.1 Historical Thinking and Historical Narratives in a Global Culture: Introduction
33(5)
3.1.1 Discourse Analysis
34(1)
3.1.2 Historical Thinking
35(2)
3.1.3 Historiography in the Classroom
37(1)
3.2 Historical Thinking Models
38(5)
3.3 Teaching History and Intercultural and Global Understanding
43(2)
3.3.1 The Role of Teaching History in Intercultural Dialogue and `Learning to Be'
44(1)
3.4 Historical Thinking and Historical Narratives in School Textbooks: Evaluation
45(1)
3.5 Conclusion
46(1)
4 Key Historical Narratives in School Textbooks in the Russian Federation: 1992-2013
47(20)
4.1 History and Historical Consciousness
47(3)
4.2 The New Generation of History Textbooks in the RF
50(1)
4.3 Content: Themes, Key Events, and Concepts
51(3)
4.3.1 The Discursive Construction of the Origins of National Identity in Historical Narratives
51(1)
4.3.2 Peter the Great's Reforms and His Building of the Russian Empire
52(2)
4.4 The 1917 Russian Revolution in School Textbooks
54(3)
4.4.1 The October Revolution: The Use of Language, Power and Ideology
54(3)
4.5 The Great Patriotic War: 1941--1945 (World War II)
57(5)
4.5.1 Language, Power and Ideology: National Heroes
58(1)
4.5.2 The Discursive Construction of National Identity in the Theme of the Great Patriotic War: 1941--1945
58(4)
4.6 Historical Narratives Depicting Key Events in Grade 11
62(3)
4.6.1 Language, Power and Ideology
62(3)
4.7 A New Historical Critical Consciousness
65(1)
4.8 Conclusion
66(1)
5 Cultivating Historical Understanding and the Use of Critical Discourse Analysis in Historical Narratives
67(16)
5.1 Cultivating Historical Understanding
67(4)
5.1.1 Historiography as the History of History
67(1)
5.1.2 Substantive and Procedural Knowledge in History
68(1)
5.1.3 Shulman's PCK Model
68(3)
5.2 Pedagogical Models in Teaching History: Cultivating Historical Understanding and Thinking
71(3)
5.3 Discourse Analysis in Historical Narratives
74(3)
5.3.1 Uses of Discourse Analysis
75(2)
5.4 Deconstruction
77(2)
5.4.1 Close-Reading
78(1)
5.4.2 Preferred Reading of the Text
78(1)
5.5 Memory of the Past in Historical Narratives
79(1)
5.6 Historical Thinking as Cultural and Social Capital
80(1)
5.7 Conclusion
81(2)
6 Representing the Russian Revolution in Russian School History Textbooks
83(18)
6.1 Representing the Russian Revolution in Prescribed Russian School History Textbooks: Introduction
83(3)
6.1.1 The Importance of the Use of Historiography in Analyzing Historical Events
83(2)
6.1.2 The February Revolution
85(1)
6.2 The Role of Leadership
86(1)
6.3 The Russian Revolution
87(2)
6.3.1 The October Revolution
87(2)
6.4 Discourse Analysis of Data of Significant Historical Events
89(1)
6.4.1 Controversial Aspects of History: Content: Themes, Key Events and Concepts
90(1)
6.5 Representation of the 1917 Revolution in Grade 9 History Textbooks
90(1)
6.6 Representation of the October 1917 Revolution in Russian School Textbooks: Grades 10 and 11
91(2)
6.7 The October 1917 Revolution in Soviet School Textbooks
93(3)
6.8 The Russian Revolution: Significance Today in Russia
96(1)
6.9 The 1917 October Revolution as a Foundation Meta-narrative
97(1)
6.10 Evaluation
97(2)
6.11 Conclusion
99(2)
7 Advantages of Teaching Historical Narratives in History Classrooms
101(12)
7.1 Types of Historical Narratives
101(1)
7.2 The Nexus Between National Identity and Historical Narratives
102(7)
7.2.1 National Identity as a Construct
102(2)
7.2.2 National Identity
104(1)
7.2.3 Global Cultural Identities
105(1)
7.2.4 The Role of Language in Defining and Shaping Cultural Identity
106(1)
7.2.5 The Role of Historical Narratives in the Construction of National Identities
107(1)
7.2.6 National Identity: Searching for Russia's Historical Cultural Identity
108(1)
7.3 National Identity and Historical Narratives
109(3)
7.3.1 Identity Crisis
110(2)
7.4 Conclusion
112(1)
References 113(32)
Index 145
Joseph Zajda is a Professor at the Faculty of Education and Arts, Australian Catholic University (Melbourne Campus). He specialises in globalisation and education policy reforms, social justice, history education and values education. He has written and edited 45 books and over 150 book chapters and articles on globalisation and education policy, higher education and curriculum reforms. He is also the editor of the 24-volume book series Globalisation, Comparative Education and Policy Research (Springer, 2009 & 2021). Recent publications include: Zajda, J (Ed). (2020a). Globalisation, ideology and neo-liberal higher education reform. Dordrecht:  Springer. Zajda, J. (Ed). (2020b). Human rights education globally. Dordrecht:  Springer. Zajda, J. (Ed). (2020c). Globalisation, Ideology and Education Reforms:  Emerging paradigms. Dordrecht:  Springer; Zajda, J. (2018). He is an elected fellow of the Australian College of Educators (FACE).
Lisainfo e-raamatute kohta Lisainfo e-raamatute kohta
Püsilink: https://www.kriso.ee/db/97830310585926e.html
Märksõnad: