Thesis (M.S.)--Indiana University, 2009. / Department of Geography, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Owen J. Dwyer, Jeffrey S. Wilson, Scott M. Pegg. Includes vitae. Includes bibliographical references (leaves 135-168).

O presente estudo analisa o conteúdo relativo ao continente africano no livro escolar. O recorte temporal abrange desde a introdução de conteúdos sobre a África nos manuais de Geografia, em 1890, pela reforma educacional Benjamin Constant, até a implementação da obrigatoriedade desse conteúdo no currículo básico em 2003, com a Lei nº 10.639/03. A análise está dividida em quatro partes, abordando um livro didático por período, priorizando aqueles que atingiram um maior número de alunos, segundo o Ministério da Educação (MEC). Nosso objetivo foi debater a forma como esse continente foi tratado pela Geografia escolar presente do livro didático. Nossa hipótese de trabalho é a de que o conteúdo sobre a África é tratado nos livros didáticos com um enfoque de dominação territorial de caráter colonial imperialista. / The present study analyzes the content on the African continent in the textbook. The time frame covers from the introduction of the content, about Africa in the manuals of Geography in 1890 by Benjamin Constant education reform, through the implementation of the mandatory content of the basic curriculum, in 2003 with the Law No. 10.639/03. The analysis is divided into four parts, addressing a textbook per period, prioritizing those who have attained a greater number of students according to the Ministry of Education (MEC). Our goal was to discuss how this continent was treated by the present school Geography textbook. Our working hypothesis is that the content about Africa is treated in textbooks with a focus on territorial domination of the imperialist colonial character.

The research is informed by the post-modernist theoretical framework. This framework is chosen because of its dynamic and eclectic epistemology which allows the study to identify the experiences of a group of African Caribbean people within the British education system. It also explores the patterns of experiences among three African Caribbean generations in Preston. The study seeks to explain the relative success of minority African Caribbean people in the education system. Data was gathered from questionnaire, interviews along with ethnographic observations from local secondary school and participation in seminars and conferences. The tools used to analyse the data employs the use of both quantitative and qualitative methods. Statistical Package for Social Sciences (SPSS) is used to analyse the survey data while Nvivo is used to analyse the interviews conducted. Both packages yielded significant results. The research concludes that while racism remains a widespread educational experience among the three generations of African Caribbean people studied, a great disparity of achievement also exists at different levels of educational success. While the second generation tops the success rates of educational attainment, the third generation fared abysmally. The research found that the length of African Caribbean peoples' stay in Britain does not correlate with their educational success. There is a social stratum within the African Caribbean community which mimics the host society; those from the middle class families tend to account for the largest rate of educational success in the English education system. The research also concludes that whilst living in semi urban environments does not guarantee educational success, in comparison it is even far worse for African Caribbean people living in deprived inner city council estates to achieve success in the educational system. The research proposes significant recommendations for policy makers, Local Education Authorities, schools, teachers, and the African Caribbean community especially parents to work together to promote educational success among African Caribbean people.

Thesis (M.Soc.Sc.)--University of Waikato, 2009. / Title from PDF cover (viewed October 2, 2009) Includes bibliographical references (p. 137-146)

Thesis (M.A.)--Victoria University of Wellington, 2008. / Includes bibliographical references.