Band 32
Discourses of Globalisation, and the Politics of History School Textbooks
Aus der Reihe
Globalisation, Comparative Education and Policy Research
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- Hardcover
- Taschenbuch ausgewählt
- eBook
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Sprache:Englisch
Fr. 191.00
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
21.08.2023
Verlag
SpringerSeitenzahl
150
Maße (L/B/H)
23.5/15.5/1 cm
Gewicht
271 g
Auflage
1st ed. 2022
Sprache
Englisch
ISBN
978-3-031-05861-5
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, havethe power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.
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, havethe power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.
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