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RT Book, Whole SR Electronic DC OPAC T1 Discourses of Globalisation, and the Politics of History School Textbooks / by Joseph Zajda T2 Globalisation, Comparative Education and Policy Research. ISSN:25430572 A1 Zajda, Joseph A1 SpringerLink (Online service) YR 2022 FD 2022 SP XX, 150 p. 1 illus K1 Education -- Curricula K1 Historiography K1 History -- Methodology K1 International education K1 Comparative education K1 Education and state K1 Educational sociology K1 Education -- History K1 Curriculum Studies K1 Historiography and Method K1 International and Comparative Education K1 Educational Policy and Politics K1 Sociology of Education K1 History of Education ED 1st ed. 2022. PB Springer International Publishing : Imprint: Springer PP Cham SN 9783031058592 LA English (英語) CL LCC:LB2806.15 CL DC23:375 NO Chapter 1. Discourses of Globalisation, and the Politics of History Textbooks -- Chapter 2. Discourses of the Politics of History Textbooks -- Chapter 3. Historical Thinking and Historical Narratives in School Textbooks in a Global Culture -- Chapter 4. Key Historical Narratives in School Textbooks in the Russian Federation: 1992-2013 -- Chapter 5. Cultivating Historical Understanding and the Use of Critical Discourse Analysis in Historical Narratives -- Chapter 6. Representing the Russian Revolution in Russian history Textbooks -- Chapter 7. Advantages of Teaching Historical Narratives in History Classrooms NO 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 NO HTTP:URL=https://doi.org/10.1007/978-3-031-05859-2 NO 書誌ID=EB16355405; LK [E Book]https://doi.org/10.1007/978-3-031-05859-2 OL 30