Formal curricula, official curriculum documents and recommended resources, are revised periodically and have the opportunity to reflect feminist scholarship available at the time of writing. This feminist project analyzes the treatment of women's history in British Columbia's Social Studies 8-10 Integrated Resource Package 1997, the Social Studies 11 Integrated Resouces Package 1997, and the History 12 Integrated Resource Package 1997, all of which are due to be implemented in September, 1999. Informed by feminist historiography and pedagogy, the above curricula are analyzed using the following thematic organizers: degree of representation; segregation versus integration; experience, diversity and voice; and the construction and deconstruction of gender knowledge. A sampling of recommended learning resources found in the above Integrated Resource Packages are also examined for their treatment of women's history. The outcome of the research suggests that while limited gains have been made in the degree to which women are addressed in the new curricula, the manner of representation largely reflects her-story approaches that have been considered problematic by most feminist historians since the mid-1970s. Recommendations for future revisions are also included. / Education, Faculty of / Graduate

Within social studies and heritage education, the affective turn has led to an increased interest in sites of difficult history. Although there is a plethora of cross-disciplinary theoretical research that suggests affect plays a significant role in meaning-making in these spaces, there are few empirical studies that examine this assumption. Moreover, the empirical studies that do exist tend to focus on student experiences in these spaces, seemingly excluding the important consideration of how teachers construct meaning through affective engagement and practices. As many teachers seek out heritage sites to better their pedagogical preparation to teach difficult histories, it is necessary to further understand their experiences in these spaces, as this can provide insight into how historical narratives and heritage are constructed and passed on. Utilizing semi-structure interviews, photo-elicitation, and sensory ethnographic place-making methodologies, this dissertation conceptualizes the affective meaning-making processes that three teachers engaged in during their encounters with the National September 11th Memorial Museum (NS11MM). Categorized as emotions, memory, historical proximity, and authenticity, these affective meaning-making processes deeply impacted what three high school social studies teachers took away from their visits to the National September 11th Memorial Museum (NS11MM), resulting in a decentered, patriotic perspective grounded in American exceptionalism, innocence, and unity. Understanding the affective entanglements of the three teachers in their encounters with the NS11MM provides insight into how meaning, understood as historical understanding and significance, is constructed at sites of difficult history.

Current research in English/language arts advocates the incorporation of writing in content areas across the curriculum as a means of learning content as well as a means of evaluating content mastery. Focusing on the content area of social studies and acknowledging the importance of the text as a teaching tool, this study examined to what degree and in what manner selected social studies textbooks incorporated writing. Texts selected for the study were nationally published history textbooks which had been adopted for use in the state of Virginia at grades seven and eleven, where the teaching of United States history is mandated in Virginia. Accompanying the basal textbook as a primary tool of instruction is the complementary teacher manual or guide. Using Britton’s categories for functions of writing (i.e., Expressive, Transactional and Poetic) and Donlan’s four categories of writing particular to the social studies (i.e., Reporting, Exposition, Narration and Argumentation), an analysis was made of writing assignments offered via selected social studies textbooks and their accompanying teacher manuals. Text packages selected for the study reflected those U.S. history texts adopted for use in Virginia at grades seven and eleven. The treatment of writing in the selected textbook packages was examined to determine the reflection of current research and theory in the area of composition. Findings paralleled the national Applebee study of 1981 finding that most writing required in secondary schools was of a Transactional nature, most often requiring students to report or explain information, seldom requiring creative writing as with Narration. Moreover, examination of state and national social studies professional journals revealed relatively little support in instructing social studies educators on how to include writing in this content area. / Ed. D.

This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.

published_or_final_version / Education / Master / Master of Education

This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that embraced both quantitative and qualitative research methodologies. The first phase of the study examined one of the more popular art history survey texts in the AP art history program, Gardner’s Art through the Ages, in terms of how inclusive it is in addressing issues of sexual orientation and, particularly, same-sex perspectives. In addition, the text was examined for evidence of sexual orientation ignored – particularly same-sex perspectives ignored and for heteronormative hegemonies. The second phase investigated the understandings and opinions of AP art history teachers toward the inclusion of sexual orientation and same-sex perspectives in their curriculums and classrooms. Recent recognition of gay, lesbian, and same-sex perspectives in the study of art history has challenged art educators and art historians to begin to consider opening up their curriculums and writings to include these perspectives. These ignored perspectives produce important understandings that enrich and deepen the discourse of art history. The inclusion of gay and lesbian content and same-sex perspectives to the study of AP art history, not only effectively serves the needs of AP art history teachers, but it provides a more equitable and comprehensive visual arts education to students. The implications of this study are broad and complex. If students are to be well and comprehensively educated in the history of the visual arts, including discussions about the sexual orientation of gay and lesbian artists as well as artworks depicting same-sex perspectives is important. Similarly, their teachers must be well-informed and believe that including such material in the curriculum is important. There is definitely a need for designing more balanced and equitable AP art history programs that include gay and lesbian artists as well as same-sex perspectives. From a multicultural art education perspective, this study reveals that gays and lesbians are marginalized in a major AP art history survey text. It illuminates how an AP art history survey text and AP art history teachers’ attitudes and knowledge base on same-sex perspectives inform their curriculums, specifically concerning what’s important to teach in an AP art history classroom. If approved AP art history survey texts as well as the influential annual AP College Board art history exam included issues of sexual orientation, particularly same-sex perspectives, it would encourage more AP art history teachers to include gay and lesbian artists and same-sex perspectives in their curriculums.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:14:27Z No. of bitstreams: 1 Fabíola Matte Bergamin.pdf: 6840042 bytes, checksum: 5b61b512e2cbe65c8bc0b971217c6a1f (MD5) / Made available in DSpace on 2018-08-22T12:14:27Z (GMT). No. of bitstreams: 1 Fabíola Matte Bergamin.pdf: 6840042 bytes, checksum: 5b61b512e2cbe65c8bc0b971217c6a1f (MD5) Previous issue date: 2018-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the evaluative practices in History in two renewed experiences of secondary education in São Paulo: Colégio de Aplicação da Universidade de São Paulo and Ginásio Vocacional Oswaldo Aranha, since their foundation – 1957, in the case of Colégio de Aplicação, and 1962, in the case of Ginásio Vocacional Oswaldo Aranha – until their extinction (1969, in both cases) and their relation with curriculum and evaluation proposed to regular schools, in a context of constant discussion and legislation changes, introducing deployments to the understanding of evaluation. In this way, to point the conceptions and ways of evaluations, it was necessary to recover, indirectly, the norms present int the legislation and official programs, but also the pedagogical reviews. This work also tried to verify, in the institutions documentation, composed by reports, texts to study and discussion, exercises, evaluations and forms, the evaluative methods and their articulation with the renewed proposes for education. The hypothesis is that the evaluative practices developed in the renewed experiences questioned the present culture of evaluation in regular schools that emphasized, mainly, the memorization of contents objectifying higher education. The crossing of various sources allowed comprehend the renewed experiences not as punctual and isolated, but in close dialog with educational system they were part of, invariably. Besides the contradictions that revealed tensioning between the disciplinary traditions and the renewed ideas, the negotiation with authorities, daily practices and discussions about curriculum and evaluation, participation in symposium and publications, constantly reflection and modification of their own conceptions and practices, demonstrates a attempt of overcoming of instructional form e the concern with learning methods, presenting therefore a penetration and repercussion in the educative practices, despite the many times frustrated attempts of extension of the experiences / Esta pesquisa visa analisar as práticas avaliativas na disciplina História em duas experiências renovadoras de ensino secundário paulistas: o Colégio de Aplicação da Universidade de São Paulo e o Ginásio Vocacional Oswaldo Aranha, desde a sua instalação – 1957, no caso do Colégio de Aplicação, e 1962, no caso do Ginásio Vocacional Oswaldo Aranha – até a sua extinção (1969, em ambos os casos), e sua relação com o currículo e avaliações propostos para a rede regular, em um contexto de constante discussão e alterações na legislação, trazendo, assim, desdobramentos para o próprio entendimento de avaliação. Para evidenciar as concepções e formas de avaliação às quais eram submetidas as instituições escolares do ensino regular, foi preciso recuperar, indiretamente, não só as normas presentes nos programas oficiais e legislação, mas também os artigos das revistas pedagógicas. Buscou-se verificar, ainda, na documentação das instituições de ensino renovado, composta por relatos de práticas, textos para estudo e discussão, exercícios, avaliações e fichas de avaliação, os métodos avaliativos e sua articulação com as propostas renovadoras de ensino. Assim, partiu-se da hipótese de que as práticas avaliativas desenvolvidas nessas instituições de ensino renovado questionavam a cultura avaliativa vigente no ensino público que enfatizava, sobretudo, a memorização de conteúdos com vistas à preparação para o ensino superior. O cruzamento dessa diversidade de fontes contribuiu para a pesquisa no sentido de permitir compreender as experiências inovadoras na sua relação com a rede regular de ensino, não como experiências pontuais e isoladas, mas em estreito diálogo com o sistema educacional do qual faziam parte, invariavelmente. Desse modo, apesar das contradições presentes que revelavam tensionamentos entre as tradições disciplinares anteriores e as ideias renovadoras que estavam sendo difundidas no período, as negociações com as autoridades, as práticas e debates cotidianos a respeito de currículo e avaliação, o empenho em participar de simpósios e publicações, a reflexão e modificação constante das suas próprias concepções e práticas, demonstram uma tentativa de superação da forma instrucional e a preocupação com métodos de aprendizagem, apresentando, assim, uma penetração e repercussão nas práticas educativas, a despeito das tentativas, muitas vezes, frustradas de extensão das experiências

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published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education