Driven by the overarching objective of promoting reconciliation through education, this thesis strives to unpack the first national goal of education set out by the Sri Lankan Ministry of Education, which involves nation building and the establishment of a Sri Lankan identity through the promotion of social cohesion and the recognition of cultural diversity in Sri Lanka's plural society. Within education, history teaching in secondary school acts as the main focus of the research, due to the relevance of this goal to the subject of history as well as the ability of history to shape the attitudes and perceptions of youth. As such, the original contribution of this thesis is the development of an understanding of how the goal of nation building is being carried out through the Sri Lankan education system by focusing on the subject of history, which in turn facilitates an analysis of the identity politics of teaching history in a multicultural post-war society. With the intention of developing such an understanding, the study aims to answer three research questions: 1) What type of nation is being built through history education in Sri Lanka?; 2) How is the ethnic and religious diversity which characterises the Sri Lankan nation being dealt with through history education?; and 3) How are Sri Lankan youth being aided in understanding the sensitive matters which impeded the nation building exercise in the recent past and resulted in the break out of the ethnic conflict? The thesis draws on an inductive approach, using qualitative research and secondary literature. Findings are generated from field work and textbook analysis. Conducted in four different districts around the country chosen based on their ethnic and religious compositions, field work involves the conducting of interviews with youth, history teachers, curriculum developers, textbook writers and other academics. This thesis argues that an ambiguity regarding the composition of the 'Sri Lankan nation' is being created through history education, with it sometimes being characterised as a purely Sinhalese-Buddhist nation instead of a multicultural one. This is most likely because the prominent players involved in the development of the curriculum themselves appear to be conflicted about the monoethnic versus polyethnic nature of the nation, with their views filtering through to the educational materials they produce. It is evident that the history curriculum predominantly contains Sinhalese-Buddhist history, with little information being conveyed about the history of the minority groups. Tamils and Muslims are portrayed as invaders and outsiders since the national story is narrated through the perspective of the Sinhalese-Buddhist community who play the role of the protagonist. With respect to stakeholder reactions, there appears to be a contrast in the attitudes of Tamil and Muslim youth regarding the portrayal of minority history, with Tamils being vocal about their anger towards the perceived bias, but Muslims being reluctant to discuss ethnic matters, preferring to sweep them under the rug. Finally, in terms of the ethnically sensitive matters in recent history, while some are completely omitted from the history lessons, others are narrated through a majoritarian perspective or glossed over by leaving out key pieces of information. Youth are therefore largely unaware of the contentious matters that led to the breakdown of ethnic relations in the country, despite having lived through a brutal ethnic conflict. These findings indicate the failings of the nation building exercise being carried out through history education. Instead of building a strong Sri Lankan identity, this type of education is creating confusion regarding the composition of the nation and adversely affecting the sense of belonging of minority youth. It is also creating a younger generation who are unaware of their country's past troubles. The recent spate of ethnic and religious violence that shook the nation highlight the need to address these weaknesses in a timely manner, with a view to promoting reconciliation through education.

This study is a situational analysis of a school located at Nonkcampa village, just ten kilometres from King William’s Town, west of the national road between Peddie and King William’s Town. Toise Senior Secondary School is in the former Ciskei region. The Bulembu / Bisho airport is just next to our school. My focus on Toise Senior Secondary School, provides me as the principal of the school with a golden opportunity to find out more about the school. As a relative newcomer to the school this study also enables me to look at the school community, from this particular focal point. As this is a situational analysis, my focus will be on the history, the biophysical and socio-political aspects that influenced the development of the school to the present. In this way I will be able to analyse the school’s readiness to implement the new Out-Comes-Based Education (OBE) Curriculum soon to be implemented at secondary school level.

This master's thesis is a grounded theory study of the development of the Internet as a tool for political action in Japan by groups and individuals producing web pages on the issue of history textbook reform. Through the analysis of 14 in-depth interviews, a framework is developed for understanding the role the Internet has taken in political action in Japan. As activists utilize the Internet in political activism, the Internet appears to be developing into an anchor for continuing political activism. For activists, the Internet is a central point of reference for both mass communication and interpersonal communication activities. The model indicates that the political alignment of an activist is an important factor in determining his or her preference for either interpersonal or mass communication on the Internet. Activists on the left tend to use the Internet as a tool for interpersonal communication and coordination, while activists on the right tend to view the Internet as a tool for mass persuasion. The model of Internet activism developed in the thesis is also compared with models of communication derived from theories of technological determinism and social shaping of technologies. Consistent with technological determinist ideas, the Japanese case demonstrates that as activists rely on the Internet, other media show signs of becoming content for the new medium. However, the Japanese case also shows that pre-existing needs and the political framework of an activist have a strong shaping effect on Internet use, indicating the importance of a social shaping of technologies approach.

Syftet med detta arbete är att visa på hur man kan lyfta fram ett genusperspektiv i historieundervisningen och i historieläromedel. Denna studie är baserad på en statlig rapport som utkom år 2010. SOU-rapporten visar på ett alarmerande resultat kring genusuppdelningen i dagens läroböcker i historia. I merparten av böckerna är det fortfarande männens och de övre samhällsskiktens historia som berättas. Detta trots att det idag finns modern forskning att tillgå inom historieforskningen som berättar kvinnornas, barnens och den ordinära människans historia. I denna studie har jag i två olika klasser i grundskolans senare år utfört en enkätundersökning i syfte att se till hur elevernas uppfattning kring genusuppdelningen i läromedlen stämmer överens med det resultat som den statliga rapporten redovisar. Genom en pilotlektion kring kvinnornas 1900-talshistoria och ett temaarbete kopplat till 1900-talets reklam och kommersialismens historia, knutet till den ordinära människans historia, vill jag med denna studie visa på olika undervisningssätt som kan lyfta fram ett genusperspektiv på historien. Resultaten i enkätundersökningen visar framförallt på att flickorna efterlyser en mer genusinriktad och identifieringsbar historieundervisning i skolan idag. / The purpose of this essay is to show how a gender perspective in the teaching of history can be displayed as well as in history educational materials. This study is based on a report runned by the Swedish Government, which was published in 2010. It indicates an alarming result of gender segregation in today´s edcational materials. In the most of the books it is still the men´s history and the history of the upper class society which is being told. This is the given persective, despite the modern research of today which is available in historical research which tells the women, children och and the ordinary human history. In this study I have carried out a survey in two classes to exam´ine if the pupils´ opinion of gender segregation in the books agree with the report from the Government. I held a pilotlesson about the 20th century history of women and a thematic work connected to the 20th century advertising and the history of commersialism connected to the ordinary human history. I will in this study display the various ways of teaching, which can show a gender perspective on history. The results of the survey shows above all that the girls are searching for a more gender adjusted and a more identifiable history education in schools today.

No description available.

The purpose of this study was to discover the degree to which thirty-nine secondary textbooks used in the united States from 1789 to 1939 covered the significant topics that comprised the immigrant experience. Immigrants from Europe, Japan, and China were studied. Using a topic outline as the basis for discussion, authors' comments that were typical representations of their viewpoints were included. Besides this outline, which formed the heart of this study, several other evaluative measures were used. Bias was determined by using an evaluative coefficient analysis system. A picture identification checklist was utilized to classify designated components of each picture. Also, page coverage was included for the topic of immigration as well as by immigrant group classification. The results of this study indicated that immigration was not a significant topic in the early American history textbooks until after World War I. This investigation also revealed that immigration was treated in an biased light by the 1789-1939 historians. Bias that favored the English immigrants was discovered when page and topic coverage was analyzed. Bias by the omission of immigrant contributions was found. Pictures, too, formed a negative stereotype of the immigrant as a victim of crowded cities and the lines of Ellis Island. / Ed. D.

李玉梅. / "2005年6月". / 論文(哲學碩士)--香港中文大學, 2005. / 參考文獻(leaves 193-202). / "2005 nian 6 yue". / Abstracts in Chinese and English. / Li Yumei. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves 193-202). / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 前言 --- p.1 / Chapter 1.2 --- 硏究背景 --- p.2 / Chapter 1.3 --- 硏究方法 --- p.3 / Chapter 1.4 --- 硏究意義 --- p.3 / Chapter 第二章 --- 硏究回顧 --- p.5 / Chapter 2.1 --- 殖民政權與教育（國際層面） --- p.5 / Chapter 2.2 --- 殖民政權與教育(本地層面） --- p.8 / Chapter 第三章 --- 硏究設計 --- p.13 / Chapter 3.1 --- 硏究主題 --- p.13 / Chapter 3.2 --- 研究對象 --- p.13 / Chapter 3.2.1 --- 時段 --- p.13 / Chapter 3.2.2 --- 程度 --- p.14 / Chapter 3.2.3 --- 材料 --- p.15 / Chapter 3.3 --- 硏究方法 --- p.17 / Chapter 3.4 --- 硏究限制 --- p.17 / Chapter 第四章 --- 人人教科書所傳達的歷史觀 --- p.19 / Chapter 4.1 --- 歷史的進程 --- p.19 / Chapter 4.1.1 --- 「斷代」爲史 --- p.19 / Chapter 4.1.2 --- 統一與分裂循環 --- p.19 / Chapter 4.1.3 --- 螺旋型軌跡 --- p.21 / Chapter 4.1.4 --- 小結 --- p.21 / Chapter 4.2 --- 推動歷史發展的原動力 --- p.22 / Chapter 4.2.1 --- 人民的角色 --- p.22 / Chapter 4.2.2 --- 以人民生活素質作爲評政論世之指標 --- p.23 / Chapter 4.2.3 --- 知識份子的角色 --- p.24 / Chapter 4.2.4 --- 小結 --- p.24 / Chapter 4.3 --- 推動歷史論述的價値基準 --- p.25 / Chapter 4.3.1 --- 政治階層內的變動 --- p.25 / Chapter 4.3.2 --- 「外族」引發的政治變動 --- p.27 / Chapter 4.3.3 --- 表達對政權不滿的行動 --- p.27 / Chapter 4.3.4 --- 小結 --- p.29 / Chapter 第五章 --- 人人教科書所傳達的民族國家感情 --- p.30 / Chapter 5.1 --- 中華民族的認同 --- p.30 / Chapter 5.1.1 --- 歷史悠久 --- p.30 / Chapter 5.1.2 --- 文化優越 --- p.31 / Chapter 5.1.3 --- 民族文化特色 --- p.32 / Chapter 5.1.4 --- 祖國大地的槪念 --- p.32 / Chapter 5.1.5 --- 共同祖先 --- p.33 / Chapter 5.1.6 --- 小結 --- p.33 / Chapter 5.2 --- 「中國」的認同 --- p.34 / Chapter 5.2.1 --- 「中國」的槪念 --- p.34 / Chapter 5.2.2 --- 國家的情感 --- p.36 / Chapter 5.2.3 --- 小結 --- p.37 / Chapter 5.3 --- 「中」、「外」關係 --- p.38 / Chapter 5.3.1 --- 漢族與少數民族的關係 --- p.38 / Chapter 5.3.2 --- 中國與外國的關係 --- p.42 / Chapter 5.3.3 --- 小結 --- p.46 / Chapter 第六章 --- 孫國棟的思想與經歷 --- p.47 / Chapter 6.1 --- 孫國棟之經歷 --- p.48 / Chapter 6.1.1 --- 孫氏早年生活及其時代背景 --- p.49 / Chapter 6.1.2 --- 投筆從戎 --- p.50 / Chapter 6.1.3 --- 抵港以後 --- p.55 / Chapter 6.2 --- 人人教科書與孫氏觀點比較 --- p.57 / Chapter 6.2.1 --- 體裁 --- p.57 / Chapter 6.2.2 --- 題材 --- p.61 / Chapter 6.2.3 --- 小結 --- p.66 / Chapter 第七章 --- 現代版教科書所傳達的歷史觀念 --- p.68 / Chapter 7.1 --- 現代教育教科書的特色 --- p.69 / Chapter 7.1.1 --- 寫作風格 --- p.69 / Chapter 7.1.2 --- 內容 --- p.71 / Chapter 7.2 --- 黃福鑾之經歷與思想 --- p.80 / Chapter 7.2.1 --- 黃福鑾先生簡歷 --- p.80 / Chapter 7.2.2 --- 現代教育教科書與黃氏觀點 --- p.82 / Chapter 第八章 --- 六十至七十年代的教科書控制機制、政府政策與作者取態 --- p.87 / Chapter 8.1 --- 影響教科書編撰的因素 --- p.87 / Chapter 8.1.1 --- 政府 --- p.87 / Chapter 8.1.2 --- 課本出版社與作者 --- p.92 / Chapter 8.1.3 --- 小結 --- p.94 / Chapter 8.2 --- 殖民政府對中國文化教育的態度 --- p.95 / Chapter 8.2.1 --- 槪論戰前文化政策 --- p.96 / Chapter 8.2.2 --- 《中文科目委員會報告書》 --- p.98 / Chapter 8.2.3 --- 小結 --- p.100 / Chapter 8.3 --- 教科書所呈現的意識形態 --- p.100 / Chapter 8.3.1 --- 文化中國與文化民族主義 --- p.101 / Chapter 8.3.2 --- 教科書編撰者的背景、編撰目的 --- p.102 / Chapter 8.3.3 --- 作者的政治取態 --- p.104 / Chapter 8.3.4 --- 小結 --- p.107 / Chapter 第九章 --- 結論 --- p.108 / Chapter 9.1 --- 政權與教育 --- p.109 / Chapter 9.1.1 --- 戰後香港的社會背景 --- p.109 / Chapter 9.1.2 --- 香港中國歷史教科書的意識形態 --- p.110 / Chapter 9.1.3 --- 教科書編撰者與教科書 --- p.111 / Chapter 9.1.4 --- 港英政府的文化教育政策與教科書的編審機制 --- p.112 / Chapter 9.1.5 --- 小結 --- p.114 / Chapter 9.2 --- 未完的討論 --- p.114 / Chapter 9.2.1 --- 硏究的局限、初步的推論 --- p.115 / Chapter 9.2.2 --- 未及的討論 --- p.116 / 附表 --- p.118 / 附錄中文參考書目 --- p.193 / 英文參考書目 --- p.199

Η παρούσα εργασία επιδιώκει να παρουσιάσει τον τρόπο με τον οποίο παρουσιάζονται οι Έλληνες και οι άλλοι λαοί στα σχολικά βιβλία Ιστορίας της Γ' Λυκείου από το 1965 έως σήμερα. Στόχος είναι να ανιχνευθεί ο τρόπος με τον οποίο κατασκευάζονται η ιστορική μνήμη και η εθνική ταυτότητα, σκιαγραφώντας έτσι την αντίληψη που είναι πιθανό να διαμορφώσουν οι μελλοντικοί πολίτες για τον εθνικό τους «εαυτό» (national ‘‘self’’) αλλά και για τους γείτονες λαούς, δηλαδή τον εθνικό «άλλο» (national ‘‘other’’).Η εργασία χωρίζεται σε δύο μέρη, το θεωρητικό και το ερευνητικό. Στο πρώτο μέρος γίνεται λόγος για το Σχολικό Εγχειρίδιο (Textbook), για τη Διεθνή Έρευνα των Διδακτικών Εγχειριδίων (International Textbook Research) αλλά και για το ρόλο της εικονογράφησης (the role of Textbook Pictures).Στο δεύτερο μέρος γίνεται η παρουσίαση της έρευνας των σχολικών βιβλίων Ιστορίας , τόσο ως προς το κείμενο όσο και ως προς το περικείμενο. Η παρουσίαση ακολουθεί την πορεία της ποιοτικής ανάλυσης περιεχομένου (qualitative content analysis), που επιλέχθηκε ως ερευνητική μέθοδος. / The current essay focuses on the way Greeks and the other nations are presented in the new textbooks of History in High school at the period 1695 to 2007. The purpose of the author is to enlight the way the historic memory and the national identity are shaped, so that it will be understood –up to a point- what the future Greeks will think about their ‘self’ and the other nations due to the books.The essay is separated in two parts. In the first part, the basic relevant theory and terminology are presented. In particular, the author is referring to Textbooks, to International Textbook Research and to the role of Textbook Pictures.In the second part, the analysis of the textbooks and their pictures is presented according to the process of the qualitative content analysis that had been chosen as the method of analysis.

Made available in DSpace on 2014-08-20T13:47:54Z (GMT). No. of bitstreams: 1 Mara Denise Neitzke Dietrich_Dissertacao.pdf: 16157515 bytes, checksum: 4e5a70ac5708cfd644f8543c5bdd695d (MD5) Previous issue date: 2012-03-12 / This study presents the analysis from the production of Ler a Jato primer and the Literacy audio-phonographic method in 15 hours, written by the teacher Gilda de Freitas Tomatis, at 1960 decade, in Rio Grande do Sul. The period of this study considered the 1967 year, when it was edited the first primer sample of Ler a Jato until 1986, was the last date found during this research. For the data analysis it was done a crossing of the documents with the oral sources. Related to the oral sources, it was considered the semi structured interview with the teacher Gilda de Freitas Tomatis‟ daughter in Porto Alegre city, in October of 2010. Related to the documents were considered: photos, books, primers, vinyl discos, certificates, medals, a view from Researches Center and Educational Advising from Education and Culture Bureau of 1968, all them including a detailed evaluation about the Ler a Jato primer. Some of these documents were donated by the teacher Gilda Tomatis‟ daughter, along with other documents acquired at tallow and websites. About the theoretical-methodological option, this study was based on the epistemological model of evidentiary paradigm proposed by Ginzburg (2007), used as a research device to notice and to analyze the relevant elements in the documents. This way, these study results intend to contribute with the other searches in the Literacy History and Textbooks areas, showing important aspect regarding the production and the textbooks circulation which were done by the teacher Gilda de Freitas Tomatis through her Tomatis-Textbooks Publisher, based on the communications circuit proposed by Darnton (1995). Furthermore, this study still presents a comparative analysis between the Ler a Jato primer and the Primeiro Guia de Leitura LER from MEC, material used in Brazil since the late 1940s. The analysis from these primers displayed similarities between both of them, specially related to graphic aspects, for example, distribution and similarities between some images, page organization, lessons and the use of some key-words, among other things. / O trabalho apresenta a análise da produção da cartilha Ler a Jato e do Método Audiofonográfico de alfabetização em 15 horas, produzido pela professora Gilda de Freitas Tomatis, na década de 1960, no Rio Grande do Sul. A periodização deste estudo considerou o ano de 1967, ocasião em que foi editado o primeiro exemplar da cartilha Ler a Jato até o ano de 1986, data da última edição encontrada durante a realização da pesquisa. Para a análise dos dados, fez-se o cruzamento dos documentos com as fontes orais. Em relação às fontes orais, considerou-se a entrevista semiestruturada realizada com a filha da professora Gilda de Freitas Tomatis em Porto Alegre/RS em outubro de 2010. Em relação aos documentos foram considerados: fotos, livros, cartilhas, discos de vinil, certificados, medalhas, um parecer emitido pelo Centro de Pesquisas e Orientação Educacionais da Secretaria de Educação e Cultura de 1968, contendo uma avaliação detalhada sobre a cartilha Ler a Jato . Alguns desses documentos foram doados pela filha da professora Gilda Tomatis, aliados a outros documentos que adquiri junto a sebos e sites virtuais. O presente estudo, no que concerne à opção teórico-metodológica, baseou-se no modelo epistemológico do paradigma indiciário proposto por Ginzburg (2007), utilizado como dispositivo de pesquisa para perceber e analisar os elementos relevantes contidos nos documentos. Assim, os resultados deste estudo pretendem contribuir com as demais pesquisas na área da História da Alfabetização e dos Livros Escolares, revelando aspectos importantes da produção e a circulação dos materiais didáticos que foram produzidos pela professora Gilda de Freitas Tomatis, através de sua Editora Tomatis - Livros Didáticos, com base no circuito das comunicações proposto por Darnton (1995). Além disso, este trabalho ainda apresenta um estudo comparativo entre a cartilha Ler a Jato e o Primeiro Guia de Leitura LER do MEC, material de circulação no Brasil desde o final da década de 1940. A análise destas duas cartilhas evidenciaram semelhanças entre ambas, especialmente no que se refere aos aspectos gráficos, como, por exemplo, disposição e a semelhança entre algumas imagens, organização das páginas, das lições e o uso de algumas palavras-chave, dentre outros aspectos.