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Author: David Glowsky
Publisher: GRIN Verlag
ISBN: 3638241688
Category : Foreign Language Study
Languages : en
Pages : 23
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Book Description
Seminar paper from the year 2002 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 1,3 (A), Victoria University of Wellington (Robert Stout Research Centre), course: MNZS 511 Contemporary New Zealand, language: English, abstract: This essay analyses the content of the New Zealand Social Studies and History syllabi of the past 55 years. It concentrates on the one hand on content that refers to race relations in the country, to see what information was included or excluded to draw a certain picture of race relations; on the other hand it looks at how New Zealand interprets its links to other countries, to find out where it places itself culturally and politically in the world. It looks for patterns within the curriculum content that indicate certain ideological directions at the time the curricula were written, and for changes in these patterns over time. The underlying assumption here is that ‘any school curriculum, regardless of its composition, is invariably a political instrument.’ Openshaw and Archer have shown that even Social Studies, which have been regarded as unbiased and value-free, are as indoctrinated as history syllabi of the early 20th century. The main objective of Social Studies since its introduction in 1947 has not been to teach history. With little changes in formulation its aims have been to prepare children for life in New Zealand society, to introduce them to democratic institutions and make them eligible citizens. History as such plays a minor part in this. In 1986, Ann Low-Beer, a visiting British historian, reported that the majority of Social Studies teachers had no training in history, and historical material like primary resources hardly existed. The framework of Social Studies in the 1980s, like today, was sociological, based on general conceptions of human nature and interaction. Low-Beer’s survey of teachers in 15 Wellington Junior schools asked whether students at the end Form 4, that is at the end of the compulsory Social Studies course, had an overall view of New Zealand human history. The responses made clear that ‘“Social Studies is about the present” and a picture of New Zealand [sic] past “is not the point of the course”’. According to the teachers, after eight years of Social Studies the pupils had “no idea”, they knew “not even the basics like the names of Prime Ministers this century” and it was “best to assume total ignorance of history in all pupils entering Form V”.5 Pupils thought similar about this issue. Keen found in 1977 that only 25% of older pupils felt that Social Studies had given them any insight into history.
Author: David Glowsky
Publisher: GRIN Verlag
ISBN: 3638241688
Category : Foreign Language Study
Languages : en
Pages : 23
Get Book Here
Book Description
Seminar paper from the year 2002 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 1,3 (A), Victoria University of Wellington (Robert Stout Research Centre), course: MNZS 511 Contemporary New Zealand, language: English, abstract: This essay analyses the content of the New Zealand Social Studies and History syllabi of the past 55 years. It concentrates on the one hand on content that refers to race relations in the country, to see what information was included or excluded to draw a certain picture of race relations; on the other hand it looks at how New Zealand interprets its links to other countries, to find out where it places itself culturally and politically in the world. It looks for patterns within the curriculum content that indicate certain ideological directions at the time the curricula were written, and for changes in these patterns over time. The underlying assumption here is that ‘any school curriculum, regardless of its composition, is invariably a political instrument.’ Openshaw and Archer have shown that even Social Studies, which have been regarded as unbiased and value-free, are as indoctrinated as history syllabi of the early 20th century. The main objective of Social Studies since its introduction in 1947 has not been to teach history. With little changes in formulation its aims have been to prepare children for life in New Zealand society, to introduce them to democratic institutions and make them eligible citizens. History as such plays a minor part in this. In 1986, Ann Low-Beer, a visiting British historian, reported that the majority of Social Studies teachers had no training in history, and historical material like primary resources hardly existed. The framework of Social Studies in the 1980s, like today, was sociological, based on general conceptions of human nature and interaction. Low-Beer’s survey of teachers in 15 Wellington Junior schools asked whether students at the end Form 4, that is at the end of the compulsory Social Studies course, had an overall view of New Zealand human history. The responses made clear that ‘“Social Studies is about the present” and a picture of New Zealand [sic] past “is not the point of the course”’. According to the teachers, after eight years of Social Studies the pupils had “no idea”, they knew “not even the basics like the names of Prime Ministers this century” and it was “best to assume total ignorance of history in all pupils entering Form V”.5 Pupils thought similar about this issue. Keen found in 1977 that only 25% of older pupils felt that Social Studies had given them any insight into history.
Author: Nina Bascia
Publisher: Springer Science & Business Media
ISBN: 1402032013
Category : Education
Languages : en
Pages : 1129
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Book Description
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
Author: Tony Bennett
Publisher: John Wiley & Sons
ISBN: 1118725417
Category : Social Science
Languages : en
Pages : 470
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Book Description
Over 25 years ago, Raymond Williams’ Keywords: A Vocabulary of Culture and Society set the standard for how we understand and use the language of culture and society. Now, three luminaries in the field of cultural studies have assembled a volume that builds on and updates Williams’ classic, reflecting the transformation in culture and society since its publication. New Keywords: A Revised Vocabulary of Culture and Society is a state-of-the-art reference for students, teachers and culture vultures everywhere. Assembles a stellar team of internationally renowned and interdisciplinary social thinkers and theorists Showcases 142 signed entries – from art, commodity, and fundamentalism to youth, utopia, the virtual, and the West – that capture the practices, institutions, and debates of contemporary society Builds on and updates Raymond Williams’s classic Keywords: A Vocabulary of Culture and Society, by reflecting the transformation in culture and society over the last 25 years Includes a bibliographic resource to guide research and cross-referencing The book is supported by a website: www.blackwellpublishing.com/newkeywords.
Author: Unesco
Publisher: UNESCO
ISBN: 9231040774
Category : Social Science
Languages : en
Pages : 418
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Book Description
This report analyses all aspects of cultural diversity, which has emerged as a key concern of the international community in recent decades, and maps out new approaches to monitoring and shaping the changes that are taking place. It highlights, in particular, the interrelated challenges of cultural diversity and intercultural dialogue and the way in which strong homogenizing forces are matched by persistent diversifying trends. The report proposes a series of ten policy-oriented recommendations, to the attention of States, intergovernmental and non-governmental organizations, international and regional bodies, national institutions and the private sector on how to invest in cultural diversity. Emphasizing the importance of cultural diversity in different areas (languages, education, communication and new media development, and creativity and the marketplace) based on data and examples collected from around the world, the report is also intended for the general public. It proposes a coherent vision of cultural diversity and clarifies how, far from being a threat, it can become beneficial to the action of the international community.
Author: Barbara Christophe
Publisher: Springer Nature
ISBN: 3030119998
Category : Education
Languages : en
Pages : 471
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Book Description
This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach.
Author: Robert Hullot-Kentor
Publisher: Columbia University Press
ISBN: 0231510039
Category : Philosophy
Languages : en
Pages : 337
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Book Description
Theodor W. Adorno was a major twentieth-century philosopher and social critic whose writings on oppositional culture in art, music, and literature increasingly stand at the center of contemporary intellectual debate. In this excellent collection, Robert Hullot-Kentor, widely regarded as the most distinguished American translator and commentator on Adorno, gathers together sixteen essays he has written about the philosopher over the past twenty years. The opening essay, "Origin Is the Goal," pursues Adorno's thesis of the dialectic of enlightenment to better understand the urgent social and political situation of the United States. "Back to Adorno" examines Adorno's idea that sacrifice is the primordial form of human domination; "Second Salvage" reconstructs Adorno's unfinished study of the transformation of music in radio transmission; and "What Is Mechanical Reproduction" revisits Adorno's criticism of Walter Benjamin. Further essays cover a broad range of topics: Adorno's affinities with Wallace Stevens and Nabokov, his complex relationship with Kierkegaard and psychoanalysis, and his critical study of popular music. Many of these essays have been revised, with new material added that emphasizes the relevance of Adorno's thought to the United States today. Things Beyond Resemblance is a timely and richly analytical collection crucial to the study of critical theory, aesthetics, continental philosophy, and Adorno.
Author: Miguel A. Pereyra
Publisher: Springer Science & Business Media
ISBN: 9460917402
Category : Education
Languages : en
Pages : 328
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Book Description
From the 23rd to 26th of November 2009 in La Palma island, in the Canaries, the Comparative Education Society in Europe (CESE) organized an international symposium entitled PISA under Examination: Changing Knowledge, Changing Tests, and Changing Schools. During four days seventeen leading scholars of Europe and America presented their contributions to debate the different problematiques of the remarkable phenomenon represented by the OECD Programme for International Student Assessment or PISA. PISA is not merely an educational event. It is also a media circus which involves the public rehearsal for reasons for failure or success; and even, in some cases, public and political and academic explanations about why 'failure' was not really that, and why 'success' was not really that either. At the centre of all these indications, we find the growing influence of international agencies on education and schooling which is decisively contributing to a marketisation of the field of education, in the context of an increasingly multilevel and fragmented arena for educational governance based on the formulation, the regulation and the transnational coordination and convergence of policies, buttressed at the same time by the diffusion of persuasive discursive practice. Organized in four sections entitled The Comparative Challenges of the OCDE PISA Programme, PISA and School Knowledge, The Assessment of PISA, School Effectiveness and the Socio-cultural Dimension, PISA and the Immigrant Student Question, and Extreme Visions of PISA: Germany and Finland, the contributions of this book offers a comprehensive approach of all these challenging and significant issues written from different and distinct research and academic traditions.
Author: F. Campbell
Publisher: Springer
ISBN: 0230245188
Category : Political Science
Languages : en
Pages : 244
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Book Description
Challenging notions of what constitutes 'normal' and 'pathological' bodies, this ambitious, agenda-setting study theoretically reinvigorates disability studies by reconceptualising it as 'studies of ableism' focusing on the practices and formations of able-bodiedness to uncover what it means to be 'able' rather than 'disabled'.
Author: David Graeber
Publisher: AK Press
ISBN: 1904859666
Category : Political Science
Languages : en
Pages : 441
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Book Description
An anthropologist investigates the revolution of everyday life.
Author: New Zealand. Ministry of Education
Publisher:
ISBN: 9780478212365
Category : Social sciences
Languages : en
Pages : 104
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Book Description
Provides teachers with information, explanations, and ideas to begin implementing the social studies curriculum.
