<p>This paper is about finding a set of unwritten rules pertaining to the teaching of history in an exclusively Swedish college. I want to know if truancy among immigrants has anything to do with SO teachers’ choice of content or their teaching methods. Unwritten rules are a complex phenomenon but by applying different perspectives and teaching methods a pattern will emerge. It is possible to discover different influences in the way the teacher chooses their material and work plan. I have done this through conducting various interviews.</p><p>Whilst working on this paper the answer became more and more clear. The unwritten code is actually based on the problems that arise regarding the democratic process of history teaching. The teacher’s view on democracy makes the assumption that includes diversity is in conflict with the western perspective which according to Lpo94 should be present in all teaching.</p>

The purpose of this study was to investigate factors influencing teachers' decisions to use textbooks in United States history classrooms. Textbook use was investigated in terms of planning and preparing classroom instruction, student assignments, teachers' attitudes toward reading and student comprehension abilities, textbook quality, and alternative resources. A chi-square analysis was conducted to determine significant relationships between factors.

This study used qualitative research methods to analyze the ways in which difficult knowledge is represented in Ontario’s 2013 and revised 2018 history curriculum (Grades 7, 8, 10). Difficult knowledge promotes serious discussions about weighty topics – often entrenched in collective memory – and invites readers to reflect on the different values, beliefs, and perspectives around such topics. In this study, difficult histories refer to contested depictions of past violence and oppression as they appear in historical narratives and curricular frameworks (Epstein and Peck, 2017). Examining the curriculum using the lens of difficult knowledge allowed me to consider how educators might foster reconciliation through engagement with chapters in Canadian history. The content analysis considered the difficult knowledge topics in history curricula and the approaches proposed to encourage perspective-taking. The study used a critical sociocultural approach to explore how Ontario’s official curriculum represents difficult knowledge using multiple perspectives in general, and Indigenous perspectives, specifically. In an effort to gain a better understanding of the curricular resources currently available, this study contributes to knowledge growth by identifying entry points in the curriculum that serve to help teachers introduce difficult knowledge using disciplinary thinking and Indigenous epistemic themes. The main goal with this research is to provide recommendations to guide policy, research, and practice in the integration of Indigenous perspectives and knowledges in ways that are meaningful to learners.

This paper is about finding a set of unwritten rules pertaining to the teaching of history in an exclusively Swedish college. I want to know if truancy among immigrants has anything to do with SO teachers’ choice of content or their teaching methods. Unwritten rules are a complex phenomenon but by applying different perspectives and teaching methods a pattern will emerge. It is possible to discover different influences in the way the teacher chooses their material and work plan. I have done this through conducting various interviews. Whilst working on this paper the answer became more and more clear. The unwritten code is actually based on the problems that arise regarding the democratic process of history teaching. The teacher’s view on democracy makes the assumption that includes diversity is in conflict with the western perspective which according to Lpo94 should be present in all teaching.

A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.

The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians. The study then analyzed how that information was portrayed. The exploratory questions that guided this study were, how are American Indians portrayed in five selected U.S. history textbooks? It also addresses the question, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Rubin and Rubin, 2005; Janesick, 2004). The Five Great Values, as developed by Sanchez (2007), were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address issues from an indigenous perspective. This study found that while overt racism has declined, colonialism and assimilation were still used as models when American Indians were depicted in the five selected textbooks. It also discovered the portrayal of American Indian women to be particularly influenced by the models of colonialism and assimilation. Colonization and assimilation can been seen in the depiction of American Indians as a part of nature, the homogenization of American Indian religion, the portrayal of elders as unnecessary, the exclusion of American Indian role models, and the use of Western socioeconomic models rather than indigenous ones.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2211. Adviser: Anne D. Hedeman. Includes bibliographical references (leaves 267-284) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 176-185).

Thesis (D.A.)--Illinois State University, 1994. / Title from title page screen, viewed April 4, 2006. Dissertation Committee: Lawrence W. McBride (chair), M. Paul Holsinger, Mark A. Plummer, Jo Ann Rayfield, Joseph A. Braun, Jr. Includes bibliographical references (leaves 155-166) and abstract. Also available in print.

Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 196-201).