Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 124-132). Also available in print.

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The research described in this dissertation has its antecedents in my own experiences as a student and teacher of history in both England and the USA. Reflecting back on such experiences as a teacher educator in the US has led to a hypothesis that history teaching is conceptualized and performed differently by teachers in England and the US. This study used contrasting case studies of two English and two American preservice history teachers to illuminate and compare how the development of their understanding of history and evolving construction of self as history teacher influenced their everyday pedagogical performances as they began to teach history. Detailed portraits of teaching developed for this study show how the pedagogical approach to teaching history with an emphasis on developing historical understanding through learning the skills of the discipline of history in England contrast with the American emphasis on content coverage through the pedagogy of telling the tale of the past. The study revealed the participant's adherence to these two contrasting traditions in the teaching of history. This can be understood by examining two continually interweaving components: 1) well remembered events, and interactions associated with learning history and history teaching that form a "biographic conception" of history teaching, and 2) ongoing experiences and expected outcomes of planning and teaching history in a particular way. Within the scope of this study, particular attention was given to the participant's contextual understandings of: A) official history curriculum, B) their cooperating teacher and C) their students as they began to plan and teach history within their internship. The case studies compare and describe how the participants' biographic conceptions of both history and history teaching act as a filter through which the differing expectations of their respective history curriculum, their cooperating teacher and departments were mediated and negotiated. While the biographic conception of history exerted an enduring influence on their understanding of what it means to learn and study history in high school, the study revealed that the participants' ongoing classroom interactions with their students in conjunction with meeting the expectations of their cooperating teachers and departments constrained and limited the participants' perspectives as to what they believed was possible within the history classroom. The case studies here highlight the interactive forces and complexity of learning to become a teacher of history and have further implications for exploring the possibilities and constraints of two competing traditions in the teaching of history. This comparative study raises questions and opportunities for examining such epistemological questions as What is history? and How should it be taught in high school? The work shows that the role of history teacher can be and should be more than a teller of the tale of the past. It also highlights the problems faced by teachers and students when the primary goal of history is focused on the difficult task of learning historical skills and concepts. However, if the goals of history teaching in the US are truly for the development of knowledgeable, critically thinking citizens, then teacher educators must begin to provide opportunities and create communities of practice which encourage preservice teachers to not only break their attachment to the pedagogy of telling but also develop their skills to think historically to the end of organizing learning experiences that emphasize the doing of history within their classrooms. / Ph. D.

En 1983, le rapport A Nation at Risk déclencha un mouvement national de réforme de l’éducation visant à faire de l’excellence scolaire la priorité des politiques éducatives des États. La Californie s’impliqua fortement dans ce mouvement, particulièrement dans le domaine de l’histoire. En 1988, les nouvelles Recommandations pour l’enseignement de l’histoire et des sciences sociales adoptées par le conseil californien de l’Éducation mirent l’histoire au centre du programme de social studies. Alors que les guerres culturelles divisaient le pays, la Californie élabora un programme qui visait à allier excellence scolaire et multiculturalisme. En 1998, la Californie définit des normes scolaires et des objectifs de niveau pour les écoles. À partir de là, les écoles furent tenues pour responsables des performances scolaires de leurs élèves. Contrairement à ce que les réformateurs avaient initialement prévu, les tests standardisés ramenèrent la mémorisation de faits isolés dans les classes d’histoire, au détriment du raisonnement critique et de la participation sociale. À travers le cas du district scolaire unifié de Los Angeles, nous étudions le mouvement pour l’excellence scolaire dans le contexte de l’hyperpluralisme politique et culturel californien. Nous isolons les étapes successives du processus de réforme depuis l’État jusqu’aux écoles afin de mettre en évidence plusieurs aspects de la politique éducative californienne : les objectifs politiques et la culture institutionnelle sur lesquels elle s’appuie, la complexité de la mise en oeuvre par les districts et les exigences contradictoires qui pèsent sur les enseignants. / In 1983, the report A Nation at Risk launched a national education reform movement to make academic excellence the states’ education policies top priority. California became deeply involved in this movement, particularly in the subject area of history. In 1988, the new History-Social Science Framework for California Public Schools, adopted by the State Board of Education, made history the focus of the social studies curriculum. While cultural wars were dividing the country, California drafted a framework aiming to combine academic excellence with multiculturalism. In 1998, California set academic standards and goals of achievement for schools. From then on, schools were held accountable for their students’ performance. Contrary to what reformers had initially planned, standardized testing brought memorization of discrete facts back to the history classroom, to the detriment of critical thinking and social participation. By focusing on the case of Los Angeles Unified School District, we examine the academic excellence movement within California’s political and cultural hyperpluralism. We single out the successive steps of the reform process from the state level to the schools to emphasize several aspects of California’s education policy: the political goals and institutional culture supporting the reform, the complexity of implementation at the district level, and the contradictory demands made on teachers.

Orientador: Antonio Francisco Marques / Resumo: O presente trabalho tem por objetivo analisar as contribuições do método de Paulo Freire na contribuição à formação da identidade social de crianças moradoras de ocupações urbanas ligadas ao Movimento Social de Luta dos Trabalhadores (MSLT) e suas colaborações para minimizar os estigmas sofridos por esses alunos no espaço escolar, bem como analisar os documentos curriculares oficiais para identificar se a estrutura escolar reproduz um núcleo segregador no que diz respeito ao direito ao conhecimento de estudantes ligados aos movimentos sociais. As crianças acampadas enfrentam a discriminação dentro da instituição de ensino, dificultando a construção de sua identidade social, prejudicando a sua permanência na escola e a apropriação dos conteúdos do saber sistematizado. Um currículo universal, aberto ao diálogo com os grupos vulneráveis e suas diversidades, pode permitir as crianças acampadas a incorporação de todo o conhecimento e a herança cultural à qual todos os seres humanos têm direito, superando a segregação e o silenciamento imposto por um modelo educacional que não os reconhecem. A pesquisa caracteriza-se pela pesquisa participante de cunho qualitativo e envolveu o levantamento bibliográfico sobre o tema e a análise documental do currículo Oficial do Estado de São Paulo. A escolha do método contemplou uma ligação direta com o tema pesquisado e com os valores e visão de mundo dos pesquisadores. A temática da pesquisa envolve questões de conflito e interesses econômicos e... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research aims to analyze the contributions of Paulo Freire's method in contributing to the formation of the social identity of children living in urban occupations linked to the Workers' Struggle Social Movement and its collaborations to minimize the stigmas suffered by these students in the school space, as well as to analyze the official curriculum documents to identify whether the school structure reproduces a segregating nucleus regarding students linked to social movements’ rights to knowledge. The camped children face discrimination within the educational institution, making it difficult to build their social identity, impairing their permanence in school and their appropriation of the systematized knowledge content. A universal curriculum that includes and dialogues with vulnerable groups and their diversity can allow children in camps to incorporate all the knowledge and cultural heritage to which all human beings are entitled, overcoming the segregation and the silencing imposed by an educational model that doesn’t recognize them. This research is characterized by a participatory research of qualitative nature and involved a bibliographic survey on the subject and a document analysis of the official curriculum of the State of São Paulo. The choice of this method included a direct link with the researched theme and with the researchers' values and worldview. The research theme involves conflict issues and economic and social interests that, through guidanc... (Complete abstract click electronic access below) / Mestre

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Depuis quelques années déjà, la responsabilité de l’éducation à la citoyenneté est principalement confiée à l’enseignement de l’histoire dans le réseau scolaire québécois. Toutefois, aucune étude expérimentale n’a démontré que l’histoire était la matière la plus apte à éduquer à la citoyenneté. Cette recherche vise donc à savoir si les étudiants de niveau collégial transfèrent leurs connaissances historiques dans la résolution d’un problème d'actualité présentant une connotation historique. Le groupe cible de cette recherche est formé de vingt-cinq étudiants de Sciences humaines (ayant des cours d’histoire) et le groupe contrôle est constitué de vingt-cinq étudiants de Science de la nature (n’ayant pas de cours d’histoire). Durant des entrevues semi-dirigées d’une trentaine de minutes, les étudiants avaient à se prononcer sur une entente signée entre les Innus et les gouvernements fédéral et provincial. Une mise en situation leur était présentée préalablement. Il est ressorti peu de différences entre le groupe cible et le groupe contrôle. Ces deux effectifs considérés ensemble, le quart des répondants n’utilisait aucune connaissance historique. Surtout, la variable influençant le plus le transfert des connaissances historiques s’avère être le sexe. Parmi les répondants n’utilisant aucune connaissance historique, il n’y avait qu’un répondant de sexe masculin; et les seuls répondants à avoir utilisé les connaissances conditionnelles étaient tous de sexe masculin. C’est donc dire que le système scolaire québécois ne favoriserait pas suffisamment le transfert des connaissances historiques dans l’analyse de situations actuelles. / For the last few years, citizenship education in Quebec schools has been part of the history curriculum. However, this decision is not based on any experimental studies that would have shown history to be the topic best suited to the teaching of citizenship education. The objective of this research is to find out if college level students transfer their historical knowledge to use it in solving present day problems presenting an historical perspective. The target group of this research consists of twenty-five Social Science students (taking a history course) and the zero-group is made up of twenty-five Science students (not having a history course). During the semistructured thirty-minute interviews, students were asked to give their opinion on a treaty signed between the Innu and the two levels of government. A situation scenario was obviously presented to them beforehand. The outcome showed little difference between the target group and the zero-group. Moreover, when both groups were considered together, a quarter of respondents did not use any historical knowledge. Furthermore, the most influential variable in the transfer of historical knowledge proved to be gender. Amongst respondents using no historical knowledge, there was only one male respondent ; the respondents having used conditional knowledge were all males. It is to say that the Quebec school system does not foster the transfer of historical knowledge sufficiently in regard to the analysis of present day situations.

Cette thèse cherche à identifier les conditions de possibilité de modification des curricula au regard des pressions sociales. Pour cela, elle s’appuie sur un contenu d’enseignement précis : le fait colonial qui, entre les années 1980 et aujourd’hui, interroge de plus en plus le consensus national-républicain au fur et à mesure qu’il se connecte avec la question de l’immigration postcoloniale. Cette thèse s’appuie aussi sur un matériau empirique varié : des discours politiques et médiatiques construisant l’enseignement du fait colonial comme un problème public ; des archives de l’Éducation nationale, des rapports officiels, ainsi que des entretiens. Nos pistes de travail consistaient alors à identifier la configuration de réseaux d’acteurs susceptibles de procéder à une mise en compatibilité des questions scientifiquement et politiquement débattues avec les attendus du curriculum d’histoire, afin d’en faciliter la traduction. Il apparaît que chaque moment de débat mémoriel sur le passé colonial rejoue des tiraillements propres à l’école républicaine et à l’enseignement de l’histoire : la dialectique entre la pluralité culturelle et l’universalisme, celle entre l’égalité et l’identité, ou encore entre les logiques de reconnaissance et les logiques civiques. On trouve des injonctions de différents niveaux et parfois contradictoires, des décalages entre les agendas des débats publics et l’agenda scolaire, de sorte que la porosité entre les débats sociaux et les curricula d’histoire ne s’avère pas naturelle. / This thesis seeks to identify the conditions of possibility for variations and amendments in the curricula, given social pressures. For this purpose, it is founded on a precise content of teaching : the events of colonialism that, from the 1980’s to the Present, have questioned more and more the national and republican consensus, as it connects to the issue of post-colonial immigration.This thesis is also founded on firsthand empirical material : political and media discourses constructing the teaching of the events of colonialism as a public matter ; archives of National Education ; official reports ; and many interviews.Our lines of inquiry consisted then in identifying the establishment of networks of social actors likely to make compatible scientifically and politically debated issues with the expectations of the history curriculum, and to facilitate its translation.Our inquiry reveals that every occurrence of the memorial debate on the colonial past restages specific stinging and pulling in the republican school systen and in the teaching of history : the dialectic between cultural plurality and universalism, the one between equality and identity, or even the one between logics of acknowledgment and civic logics. Many injunctions are to be found, at different levels, sometimes contradictory, many discrepancies between the agendas of public debates and the timescale of school, so that the concordance between the social discourse and the history curricula does not turn out to be innate or natural.

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.

Made available in DSpace on 2016-04-27T16:33:08Z (GMT). No. of bitstreams: 1 Sylvia Xavier.pdf: 4039276 bytes, checksum: 704d3704b51c092bbb9932317d3091b1 (MD5) Previous issue date: 2015-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective is to analyze curricular conceptions of an educational institution in the Young Adults and Adults Education (EJA, Educação de Jovens e Adultos), between 1983 and 2002. The source for research is the serial material with dates produced by the EJA at Colégio Santa Cruz (EJACSC) in São Paulo, SP the Xerete! and is part of the lot collected in that course since 1974. Xerete! Is part of a reflection over the dynamics of the political and pedagogical project that makes proposals aiming at creativity, political awareness, and social action. Written by teachers, principals and coordinators, it reports, determines, analyzes, and evaluated practices focused in skills, values and attitudes that lead to widening the reflection horizons and the participation in the scholar world. The consistency of the EJA is validated in the dialog with national and international social and political movements, academic reflections and in students participation. The analysis intends to identify the pedagogical themes that comprise the Xeretes! Documents, and what is desired to be modified regarding the curriculum, what the authors propose, which impositions arise, and which tactics and strategies occur. Since the adult education program was established, in the 1970 s, pedagogical practice turned EJACSC into a place to refute the adult education program and the prescriptive curriculum. When considering it as a social place to recover cultural traditions and to stimulate ongoing studies for those who are economically and culturally marginalized, bricolage is constant / O objetivo é analisar concepções de currículo de uma instituição escolar, no segmento da Educação de Jovens e Adultos (EJA), entre 1983 e 2002. A fonte de pesquisa é o material seriado e datado produzido pela EJA do Colégio Santa Cruz (EJACSC) em São Paulo, SP o Xerete! que faz parte do acervo colecionado nesse curso, desde 1974. O Xerete! constitui parte da reflexão sobre a dinâmica do projeto político-pedagógico que elabora propostas que visam criatividade, consciência política e atuação social. Escrito por professores, direção e coordenação, relata, determina, analisa e avalia práticas focadas em habilidades, valores e atitudes que propiciem a ampliação de horizontes de reflexão e da participação no mundo letrado. A consistência dessa EJA é legitimada no diálogo com movimentos sociais e políticos brasileiros e internacionais, reflexões acadêmicas e no envolvimento dos alunos. A análise pretende identificar os temas pedagógicos que constam nos Xeretes! e o que se quer modificar em relação ao currículo. O que propõem os autores, quais imposições surgem e que táticas e estratégias ocorrem. Desde o estabelecimento das funções da suplência, na década de 1970, a prática pedagógica fez da EJACSC, o lugar da contestação da suplência e do currículo escolar prescritivo. Ao concebê-lo como lugar social de recuperação de tradições culturais e de estímulo à continuação dos estudos, para aqueles que são excluídos econômica e culturalmente, a bricolagem é constante