Le Renouveau pédagogique, mis en place au Québec en 2005 à l’ordre secondaire, a eu pour effet de forcer plusieurs enseignants à remettre en question leurs pratiques pédagogiques avec l’approche par compétences. Considérant que les recherches sur l’ancien programme d’histoire ont démontré que les enseignants utilisaient la plupart du temps le manuel comme outil unique, que les manuels contenaient peu de sources primaires et que l’usage de sources est maintenant prescrit par le ministère de l’Éducation, du Loisir et du Sport, nous analysons dans cette recherche l’usage des sources primaires dans les nouveaux manuels d’Histoire et éducation à la citoyenneté du niveau secondaire. L’analyse de nos résultats nous a permis de fournir les outils nécessaires afin de répondre à notre question de recherche. Nous avons constaté la présence majoritaire des sources primaires dans les manuels. Par contre, celles-ci n’étaient pas toujours incluses dans une situation d’apprentissage avec au moins une compétence disciplinaire et, dans encore moins de cas, dans une tâche complexe en lien avec la méthode historique. / Educational Renewal, established in Quebec in 2005 at the secondary level had the effect of forcing many teachers to question their teaching practices with the skills approach. Considering that research on the old history program showed that teachers used mostly textbook as a unique tool, that contained few primary sources and these sources are now prescribed by the ministry of Education, Recreation and Sport, we determine in this research the use of primary sources in the new history and citizenship education textbooks of at the secondary level. The analysis of our results allowed us to provide the tools necessary to answer our research question. Our first observation was to note the presence of the majority of primary sources in the textbooks. They were not always included in a learning situation, including at least one of disciplinary skill and, in even fewer cases, in a complex task in connection with the historical method.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge.

Ethnocultural minority immigrant students carry diverse histories, perspectives, and experiences, which can serve as resources for critical reflection and discussion about social conflicts. Inclusion of diverse students’ identities in the curriculum requires acknowledgement and open discussion of diversity and conflictual issues. In democratic peacebuilding education, diverse students are encouraged to express divergent points of view in open, inclusive dialogue. This ethnographic study with a critical perspective examined how three teachers in urban public elementary school classrooms with ethnocultural minority first- and second-generation immigrant students (aged 9 to 13) implemented different kinds of curriculum content and pedagogy, and how those pedagogies facilitated or impeded inclusive democratic experiences for various students. In these classrooms, peers and teachers shared similar and different cultural backgrounds and migration histories. Data included 110 classroom observations of three teachers and 75 ethnocultural minority students, six interviews with three teachers, 29 group interviews with 53 students, document analysis of ungraded student work and teachers’ planning materials, and a personal journal. Results showed how diverse students experienced and responded to implemented curriculum: when content was explicitly linked to students’ identities and experiences, opportunities for democratic peacebuilding inclusion increased. Dialogic pedagogical processes that encouraged cooperation among students strengthened the class community and invited constructive conflict education. The implicit and explicit curriculum implemented in these three diverse classrooms also shaped how students interpreted democracy in the context of multiculturalism in Canada. Teaching students as though they were all the same, and teaching curriculum content as if it were neutral and uncontestable, did not create equitable social relations. Explicit attention to conflict provided opportunities to uncover the hidden curriculum and to acknowledge structures of power and domination, creating space for development of critical consciousness. Thus culturally relevant curricula and democratic learning opportunities encouraged social and academic engagement and resulted in the inclusion of a wider range of diverse students’ voices.

The diploma thesis focuses on the description of the current state of Czech education. First of all, it represents the objectives and concepts of elementary education in the Czech Republic and brings closer to the requirements of the Framework Education Programmes. It describes closer the importance of key competencies and objectives of the educational field Citizenship Education. In the next part the diploma thesis introduces a program Philosophy for Children, whose principles correspond to a great extent with the objectives of elementary education, and therefore it seems to be a suitable tool for educating and education pupils. The empirical part will then offer a specific model of teaching built on the basis of Philosophy for Children and will assess its suitability for achieving the objectives of the educational field Citizenship Education.

Title of thesis is: ,,Vanished cultural landscape of the Czech border - an interactive learning guide for the 2nd grade school". Graduation thesis consists of an analysis of literature (textbooks geography, citizenship and education history, professional, nonfiction literature, didactic literature and multimedia documents). The practical part has a form of an interactive learning guide. Most of the work is devoted to the issue of the Sudetenland which to the largest extent represents the vanished cultural landscape of the Czech border. Sudetenland are evaluated from several different perspectives. An integral part of a thorough and detailed geographic mapping will clarify the historical circumstances but also the consequences that come with intricate development of the Czech border to bring ,,our" society today. The main section has its own interactive learning guide for students of upper primary school. In our case it will serve as the superstructure teaching material and therefore it can be used for grammar schools as well.

Orientador: Lívia de Oliveira / Banca: José Bueno Conti / Banca: Haydée Torres de Oliveira / Banca: Renata Barrocas / Banca: Silvia Aparecida Guarnieri Ortigoza / Resumo: Joanópolis é um dos municípios de São Paulo que faz divisa estadual com Minas Gerais. Localizado ao norte da capital paulista, conta com uma pequena e pacata cidade, construída ao redor do Largo da Igreja de São João Batista. As belezas cênicas da região e as riquezas culturais são marcantes e justificam seu título de Estância Turística. Porém, ao aprofundarmos nosso olhar para além das maravilhas, encontramos problemas urbanos comuns a quaisquer outras cidades brasileiras. Vivendo esta realidade estão os adolescentes de Joanópolis. Estes jovens, caracterizados por uma faixa etária e atitudes marcantes da etapa de vida em que estão, têm percepção e cognição dos problemas sociais e ambientais que existem ao seu redor. O presente estudo teve como objetivo mostrar que os adolescentes de Joanópolis, diferentemente do que é aceito pelo senso comum, além de perceberem os problemas sociais e ambientais, são capazes de propor soluções ou ações mitigadoras para resolvê-los ou, ao menos, minimizá-los, faltando-lhes, apenas, oportunidades para participarem de fóruns e debates e para se manifestarem, a fim de contribuírem nos processos decisórios participativos. / Abstract: Joanópolis is one of the cities of São Paulo State to border Minas Gerais State. It is settled at the north of São Paulo State capital and is formed by a small and quiet town, which has been built around the Square of São João Batista Church. The beautiful sights around the place and the cultural richness are impressive and justify the title of being a Touristic Site. However, if we look beyond those wonders, we find the ordinary urban problems of any other Brazilian city. Living in this reality are the adolescents of Joanópolis. Those teenagers, characterized by their age group and distinguishing features of this time of their lives, have the perception and cognition of the social and environmental problems around them. This study aims to show that the adolescents of Joanópolis, differing from what is believed by common sense, not only see the social and environmental problems, but are also capable of proposing solutions or mitigating actions to solve, or, at least, minimize them. It lacks them the opportunity to participate in forums and debates and to express themselves, in order to contribute to the participative decision making process. / Doutor

The purpose of this research is to examine the connection between the institution of education and its effects on citizenship development in a given country. A new theory is developed making the case that education is an institution supported by national governments to promote norms and values of the ideal citizen through socialization. This theory is based on the use of new institutionalism and historical institutionalism to show the effects education has on a society. This thesis then takes a global perspective on education and citizenship, trying to understand the rise of research on global citizenship education theories. This theory is then tested using a comparative case study between the United States and Sweden, using textual analysis of educational policies of each country. The United States case study examined the No Child Left Behind Act and the Common  Core State Standards. The Sweden case study reviewed the Education Act (Skollag) of 1985 and the National Agency of Education’s Curriculum for the compulsory school (Läroplan).  The analysis of these documents finds that the United States’ ideal citizen is one that understands the laws of the country and civic duties, is ready and prepared for the “college and career” pathway, and believes in the liberal democratic economy. Whereas, Sweden’s ideal citizen is one that understands the fundamental democratic values,  differing cultures, cooperation and solidarity, and equality.

Abstract This dissertation focuses on global education (GE) and on its implementation in lower level basic education in Finland. The aim of my research was to investigate the present position of GE in basic education schools; identify the practices and problem areas in the implementation of GE; find practical solutions to facilitate the implementation; and consequently, to contribute to subsequent decision making regarding successful integration of GE in national basic education in Finland. The research may best be described as a pragmatic, qualitative dominant mixed research study that also had at the beginning features of action research. GE has served as my theoretical foundation and social learning theory has been used for studying teaching and learning from GE perspective. The main research methods were content analysis of the National Core Curriculum for Basic Education (2004) and the GE 2010 programme and research questionnaires that were sent to basic education principals, teachers, and pupils to collect data from the field. A study on textbook research has also been conducted and representatives of the two main textbook publishers in Finland were interviewed for the research. The main findings of the research suggest that GE is not systematically implemented in basic education schools in Finland even though many of the areas of GE are considered important. The main problems in implementation were seen to be the lack of conceptual clarity and the fact that GE was perceived as an additional burden for the schools rather than as an integral part of all school activities. As GE was not an explicit part of the official curriculum, it was not considered mandatory and the schools were not sufficiently resourced for teaching it. All in all, the findings focus on discussing the operational culture of schools and the role of diverse transactions in realising the aims of GE. The role of educational policy documents and the relationship between national and local curricula is found to be complex on many levels. Efficient policy implementation needs attention. This dissertation also gives suggestions on how to improve the current situation. These include clarifying the GE concept, including GE explicitly in the curriculum, defining the short-term objectives and assessment policies, training teachers and principals, resourcing the schools and teachers appropriately to teach GE. / Tiivistelmä Tämän väitöskirjatutkimuksen aiheena on globaalikasvatus ja sen täytäntöönpano suomalaisen perusopetuksen alakouluissa. Tutkimuksen tavoitteena oli kartuttaa tietoa globaalikasvatuksen teoreettisesta perustasta ja nykyisistä käytännöistä erityisesti Suomen kontekstissa. Tutkimuksen tehtävänä oli selvittää perusopetuksen globaalikasvatuksen tila, tunnistaa ongelmakohdat globaalikasvatuksen täytäntöönpanossa, löytää käytännön ratkaisuja täytäntöönpanon helpottamiseksi sekä täten myötävaikuttaa päätöksentekoon, jolla globaalikasvatus saadaan onnistuneesti yhdistettyä kansalliseen perusopetukseen Suomessa. Tutkimusta voi parhaiten kuvailla pragmaattisena, pääasiallisesti kvalitatiivisena ”mixed research” -tutkimuksena, jossa alussa oli myös toimintatutkimuksen piirteitä. Globaalikasvatus muodostaa työni teoreettisen perustan ja sosiaalisen oppimisen teoriaa on käytetty tutkittaessa opettamista ja oppimista globaalikasvatuksen näkökulmasta. Pääasiallisina tutkimusmetodeina on käytetty sisällönanalyysia, jolla on analysoitu Perusopetuksen opetussuunnitelman perusteita 2004 ja Kansainvälisyyskasvatus 2010 -ohjelmaa sekä tutkimuskyselyitä, joilla kerättiin tietoa perusopetusta antavien koulujen rehtoreilta, opettajilta ja oppilailta. Lisäksi tutkimusta varten on haastateltu kahden suurimman oppikirjavalmistajan edustajia sekä analysoitu tutkimuksia, joita on tehty Suomen perusopetuksen oppikirjoista. Tutkimuksen päätulokset osoittavat, että globaalikasvatusta ei ole systemaattisesti huomioitu Suomen perusopetusta antavissa kouluissa, vaikka monia globaalikasvatukseen kuuluvia aihealueita pidetäänkin perusopetukselle tärkeinä. Suurimmiksi ongelmiksi kentällä nähdään käsitteen tuntemattomuus ja epämääräisyys sekä se, että globaalikasvatusta ei liitetä kiinteästi kaikkeen koulun toimintaan. Sen sijaan se nähdään ylimääräisenä satunnaisena lisänä, jolla ei ole keskeistä roolia kouluissa. Koska globaalikasvatus ei eksplisiittisesti ole osa virallista opetussuunnitelmaa, sitä ei pidetty ensisijaisen velvoittavana eikä globaalikasvatuksen toteuttamiseen katsottu olevan riittävästi resursseja. Kaiken kaikkiaan tuloksissa pohditaan kouluyhteisön toimintakulttuuria ja moninaisten vuorovaikutusten roolia globaalikasvatuksen tavoitteiden saavuttamisessa. Tärkeäksi muodostuu myös koulutuspoliittisten asiakirjojen asema sekä valtakunnallisen ja koulukohtaisesti toteutetun opetussuunnitelman suhde globaalikasvatuksen toteuttamisessa. Tässä väitöskirjassa esitetään tilanteeseen parannusehdotuksia. Ehdotuksiin sisältyy käsitteen avaaminen, kiinteän yhteyden rakentaminen opetussuunnitelman ja käytännön välille, globaalikasvatuskompetenssien ja niihin liittyvien arviointiperiaatteiden määritteleminen, opettajankoulutuksen ja koulun johtajien koulutuksen kehittäminen sekä koulujen ja opettajien varustaminen globaalikasvatusta varten.

This work reviews the process of updating of citizenship education in the Czech Republic, France and Germany. The introductory part of the text outlines the current situation of citizenship and political education in the European context. The following part presents differences in citizenship education in the above mentioned European countries, with reference to the particular historical, political and philosophical development. The third part reviews the context of the actual challenges related to the concept of citizenship education, and the significance of its updated reformulation. The three selected aspects are: democratic values in society, lifelong learning, and the role of media (as informers and influencers). The fourth part of the text is devoted to the problem of hater on the network, as a topic which binds the political, multicultural and media education topics. The summary outlines differences and similarities within particular national systems of citizenship education. Keywords Citizenship Education, Political Education, Adult Education, Lifelong Learning, Democracy, Media, Europe, the Czech Republic, France, Germany