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Author: Stephen Jackson
Publisher: Taylor & Francis
ISBN: 1000785092
Category : Education
Languages : en
Pages : 255
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Book Description
This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.
Author: Stephen Jackson
Publisher: Taylor & Francis
ISBN: 1000785092
Category : Education
Languages : en
Pages : 255
Get Book Here
Book Description
This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.
Author: Stephen J. Jackson
Publisher:
ISBN: 9781032347738
Category : Eurocentrism
Languages : en
Pages : 0
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Book Description
"This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, whilst the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in world history curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States"--
Author: Alan Lester
Publisher: Hurst Publishers
ISBN: 1805261436
Category : History
Languages : en
Pages : 380
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Book Description
The Truth About Empire comes from expert historians who believe that the truth, as far as we can ascertain it, matters; that our decades of painstaking research make us worth listening to; and that our authority as leading professionals should count for something in today’s polarised debates over Britain’s imperial past. Colonial history is now a battlefield in the culture war. The public’s understanding of past events is continually distorted by wilful caricatures. Communities that long struggled to get their voices heard have, in their fight to highlight the hidden horrors of colonialism, alienated many who prefer a celebratory national history. The backlash, orchestrated by elements of the media, has generated a new, concerted denial of imperial racism and violence in Britain’s past—a disinformation campaign sharing both tactics and motivations with those around Covid, Brexit and climate change. From Australia and China to South Africa and Egypt, this essay collection is an accessible guide to the British Empire, and a weapon of defence against the assault on historical truth. The disturbing stories told in these pages, of Empire’s culture, politics and economics, show why professional research matters, when deciding what can and cannot be known about Britain’s colonial history.
Author: Natália Gil
Publisher: Taylor & Francis
ISBN: 1000899136
Category : Education
Languages : en
Pages : 218
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Book Description
Through in-depth socio-historical analysis of discourses and processes of quantification around school performance and student failure rates in Brazil, this volume highlights the prevalence of Eurocentric colonized thought that results in the persistence of exclusion bottlenecks; different trajectories according to gender, race, and class; and significant regional variations in the rates of failure and dropout, among other problems. Focusing on processes performed between 1918 and 2012, this book offers rich analysis of historiographic sources including journals, newspapers, and administrative documentation to trace the development of initiatives intended to promote the democratization of Brazilian schooling. An examination of reforms including school classification, the graduated school model, admissions examinations, and automatic promotion reveal a school system that mirrors wider societal injustices and guarantees academic success for only a minority of students. Bringing a nuanced and elaborated historical perspective of the pragmatics of the selective classificatory logic in different institutional and epistemic qualities of the school organization of children and the reasoning about abilities and achievement, this book will appeal to scholars and researchers with interests in curriculum and assessment, the sociology of education, and the history of education.
Author: Moisés Esteban-Guitart
Publisher: Taylor & Francis
ISBN: 1000913449
Category : Education
Languages : en
Pages : 173
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Book Description
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.
Author: G. Sue Kasun
Publisher: Taylor & Francis
ISBN: 1003801854
Category : Education
Languages : en
Pages : 194
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Book Description
This book counters the common understanding of study abroad in Latin America as a White and middle-class colonizer practice and re-imagines it to fit the needs of Latinx immigrant/transnational higher education students. The book centers Latinx youth inhabiting familial heritage spaces as a pathway toward a deeper understanding of themselves as racialized and colonized individuals, reframing study abroad for Latinx youth as a way for them to reclaim, negotiate, and strengthen their own immigrant/Latino/a/Chicano/a and other identities. The text is undergirded by a theoretical argument based on decolonial methods in education and Critical Race Theory and draws on counter-stories, rich descriptive interviews, and participant observations across 26 years of combined experience leading educational trips to Latin America. The authors analyse, reflect, and critique the field of study abroad to advocate for the rethinking of recruitment strategies, pedagogical experiences, language practices, and community partnerships that include Latino/a, Chicano/a, and Latin American immigrant youth and their families from the beginning. They present a new conceptualization of Latinx immigrant students studying abroad as engaging opportunities for reclaiming heritage, culture, histories, and language, for exploring a sense of identity and obligation to Latin communities, and for healing from the effects on Whiteness and ethnocentrism in ways online possible outside the continental United States. As such, the book shifts the gaze of the entire field toward new diversities showcasing examples of how educational trips abroad can be re-envisioned to suit the needs of ethnically minoritized students in the United States. This volume will appeal to scholars, researchers, educators, and education officers working across higher education and international education, looking for contemporary, global. and forward-thinking decolonial methodologies.
Author: Towani Duchscher
Publisher: Taylor & Francis
ISBN: 1000958612
Category : Education
Languages : en
Pages : 187
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Book Description
This volume examines the ways in literacy has been used as a weapon and a means for settler colonialism, challenging colonized definitions of literacy and centring relationships as key to broadening understandings. It begins by confronting the multiple ways that settler colonialism has used literacy and definitions of literacy as a gatekeeper to participation in society. In response to settler colonialism’s violent acts of extraction, displacement, and replacement enacted upon the land, the resources, the people, and understandings of literacy, the editors propose a unique approach to decolonizing understandings of literacy through a triangulation of disruption, reclamation, and remembering relationships. This is enacted and explored through a range of diverse chapter contributions, written in the form of stories, poems, artworks, theatres, and essays, allowing the authentic voices of the authors to shine through, and opening up the English Language Arts as a space for engagement and interpretation with diverse, racialized understandings of literacy. Disrupting Eurocentric, colonized understandings that narrowly define literacy as reading and writing the colonial word, and advancing the movement to decolonize education, it will be of key interest to scholars, researchers, and educators with interest in literacy education, decolonizing education, anti-racist education, inclusive education, land-based literacy, and arts-based literacy.
Author: Michael Hurd
Publisher: University of Texas Press
ISBN: 1477314857
Category : Sports & Recreation
Languages : en
Pages : 338
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Book Description
The history of black high school football in segregated Texas: “Though this book is long overdue, it is also right on time.” —Texas Observer At a time when “Friday night lights” shone only on white high school football games, African American teams across Texas burned up the gridiron on Wednesday and Thursday nights. Temple Dunbar, Austin Anderson, and other segregated high schools in the Prairie View Interscholastic League—the African American counterpart of the University Interscholastic League, which excluded black schools from membership until 1967—created an exciting brand of football that produced hundreds of outstanding players, many of whom became college All-Americans, All-Pros, and Pro Football Hall of Famers, including NFL greats such as “Mean” Joe Green, Otis Taylor, Dick “Night Train” Lane, Ken Houston, and Bubba Smith. Thursday Night Lights tells the inspiring, largely unknown story of African American high school football in Texas. Drawing on interviews, newspaper stories, and memorabilia, Michael Hurd introduces the players, coaches, schools, and towns where African Americans built powerhouse football programs under the PVIL leadership. He covers fifty years of history, including championship seasons and legendary rivalries such as the annual Turkey Day Classic game between Houston schools Jack Yates and Phillis Wheatley, which drew standing-room-only crowds of up to 40,000. In telling this story, Hurd explains why the PVIL was necessary, traces its development, and shows how football offered a potent source of pride and ambition in the black community, helping black kids succeed both athletically and educationally in a racist society. “[A] groundbreaking book.” —Houston Chronicle “In America’s current Colin Kaepernick-inspired moment, with sports once again taking on a conspicuous role in debates about black citizenship and the persistence of white racism, this book is especially timely and important.” —Great Plains Quarterly
Author: Ryan A. Estrellado
Publisher: Routledge
ISBN: 1000200906
Category : Education
Languages : en
Pages : 331
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Book Description
Data Science in Education Using R is the go-to reference for learning data science in the education field. The book answers questions like: What does a data scientist in education do? How do I get started learning R, the popular open-source statistical programming language? And what does a data analysis project in education look like? If you’re just getting started with R in an education job, this is the book you’ll want with you. This book gets you started with R by teaching the building blocks of programming that you’ll use many times in your career. The book takes a "learn by doing" approach and offers eight analysis walkthroughs that show you a data analysis from start to finish, complete with code for you to practice with. The book finishes with how to get involved in the data science community and how to integrate data science in your education job. This book will be an essential resource for education professionals and researchers looking to increase their data analysis skills as part of their professional and academic development.
Author: Joel I. Klein
Publisher: Council on Foreign Relations
ISBN: 087609521X
Category : Education
Languages : en
Pages : 120
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Book Description
The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role. This report notes that while the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers. According to the results of the 2009 Program for International Student Assessment (PISA), an international assessment that measures the performance of 15-year-olds in reading, mathematics, and science every three years, U.S. students rank fourteenth in reading, twenty-fifth in math, and seventeenth in science compared to students in other industrialized countries. The lack of preparedness poses threats on five national security fronts: economic growth and competitiveness, physical safety, intellectual property, U.S. global awareness, and U.S. unity and cohesion, says the report. Too many young people are not employable in an increasingly high-skilled and global economy, and too many are not qualified to join the military because they are physically unfit, have criminal records, or have an inadequate level of education. The report proposes three overarching policy recommendations: implement educational expectations and assessments in subjects vital to protecting national security; make structural changes to provide students with good choices; and, launch a "national security readiness audit" to hold schools and policymakers accountable for results and to raise public awareness.
