abstract: This study examines the multiple and complicated ways that Native American students engage, accept, and/or reject the teachings of a Native American literature course, as they navigate complex cultural landscapes in a state that has banned the teaching of ethnic studies. This is the only classroom of its kind in this major metropolitan area, despite a large Native American population. Like many other marginalized youth, these students move through "borderlands" on a daily basis from reservation to city and back again; from classrooms that validate their knowledges to those that deny, invalidate and silence their knowledges, histories and identities. I am examining how their knowledges are shared or denied in these spaces. Using ethnographic, participatory action and grounded research methods, and drawing from Safety Zone Theory (Lomawaima and McCarty, 2006) and Bakhtin's (1981) dialogism, I focus on students' counter-storytelling to discover how they are generating meanings from a curriculum that focuses on the comprehension of their complicated and often times contradicting realities. This study discusses the need for schools to draw upon students' cultural knowledges and offers implications for developing and implementing a socio-culturally sustaining curriculum. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2013

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-29T20:03:56Z No. of bitstreams: 2 Dissertação - Diêgo Soares de Oliveira - 2017.pdf: 2167686 bytes, checksum: ba3eba5e85071b5845ac040c72f8406d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-02T13:00:54Z (GMT) No. of bitstreams: 2 Dissertação - Diêgo Soares de Oliveira - 2017.pdf: 2167686 bytes, checksum: ba3eba5e85071b5845ac040c72f8406d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-02T13:00:54Z (GMT). No. of bitstreams: 2 Dissertação - Diêgo Soares de Oliveira - 2017.pdf: 2167686 bytes, checksum: ba3eba5e85071b5845ac040c72f8406d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-05 / With the arrival of the re-democratization, general educational laws such as LDB and the PCNs they have been as a guiding of curricular proposal common to schools throughout the country. Within these documents, the History and High School They are the continuity the education of citizenship and work. Faced with this, I pointed out some questions: How do you reflect Medieval History in Brazil within a proposal for an education-focused only on the labour market? What are the notes that you can make to teaching and research in Medieval History in the period in which is in vigor the re-democratization in the country? How does Portuguese food contribute to teaching today? Right after the decade of 1980, history teaching has intensified the use of new tools and themes for to be use in the classroom as a way to simplify historical knowledge and form new individuals in history. The New Medieval studies have also contributed to this issue, stating that our Brazilian identity still has many Portuguese medieval heritages. Based on this, I proposed to bring in this work, a presentation of an educational workshop project with the theme of the Portuguese medieval feeding and as a methodology of teaching the History Education. Through the recipes of the book “Um Tratado de Cozinha Portuguesa do Século XV", the idea is in the construction of a tasting fair with recipes from Portuguese medieval foods and those of the family tradition of the students. These recipes will be elaborated by the pupils, and it is a way to verify Portuguese heritages presents in the tastes, flavors, ingredients and in the preparation techniques; also, reflect how this contributes to the orientation of life and constructing of our students/the as individuals in history. / Com a chegada da redemocratização, foram criadas leis gerais educacionais como a LDB e os PCNs que passaram a servir como orientadoras de uma proposta curricular que fosse comum às escolas em todo o país. Dentro desses documentos, a História e o Ensino Médio foram reconhecidos como continuidades e formadores da cidadania e do trabalho. Diante disso, apontei alguns questionamentos: como se pensar História Medieval no Brasil dentro de uma proposta de ensino voltada apenas para o mercado de trabalho? Quais os apontamentos que se pode fazer ao ensino e pesquisa em História Medieval no período que se segue após a redemocratização no país? De que maneira a alimentação portuguesa contribui para se pensar hoje o ensino? Durante os anos posteriores à década de 1980, o Ensino de História tem intensificado o uso de novas ferramentas e temáticas para serem trabalhadas em sala de aula, como forma de descomplicar o conhecimento histórico e formar novos sujeitos históricos. Os novos estudos medievais também têm contribuído nessa questão, ao afirmarem que a nossa identidade brasileira ainda tem muitas heranças medievais. Baseado nisso, propus trazer neste trabalho, uma apresentação de um projeto de oficina pedagógica tendo como tema a alimentação medieval portuguesa e como metodologia de ensino a Educação Histórica. Através das receitas do livro “Um Tratado de Cozinha Portuguesa do século XV”, a ideia está na construção de uma feira de degustação com receitas de comidas medievais portuguesas e as da tradição familiar dos/as alunos/as. Estas receitas serão elaboradas pelos alunos, como forma de verificar as heranças portuguesas nos gostos, sabores, ingredientes e nas técnicas de preparo; também, refletir como isto contribui para a orientação de vida e formação dos/as nossos/as alunos/as como sujeitos históricos.

One of the most common struggles of societies emerging from violent conflict is the struggle to re-invent or re-imagine the ‘nation’. In the process, the critical question becomes: what to do with the traumatic knowledge of the past? Education policy becomes a crucial arena for asserting political visions for a new society and for signalling a clear break with the past - the history curriculum the means through which new collective memories and identities are both reflected and asserted. The purpose of this study is to understand how two African societies, Rwanda and South Africa, in transition from a traumatic past, re-invent or re-imagine themselves as they emerge from conflict. The particular focus is the intersection between the politics of memory and identity and education policy in the form of the history curriculum. The construction of curricula in post-conflict societies is an under researched facet in the field of curriculum development and education policy. While there are studies on the curriculum of transition from socialist to post-socialist states or colonial to post-colonial regimes or routine changes of government in capitalist democracies there are very few studies which examine societies that have experienced the transitional trauma arising from internecine racial conflict that was culturally embedded at all levels as the focus of curriculum analysis – and how in such societies issues of memory and identity are both reflected and contested through what is taught. The main research question for this study focuses on how post-conflict societies re-conceptualise/re-imagine themselves through the medium of the schools’ curriculum. Ancillary questions include the ways in which memory and identity are constructed and to what purpose; how societies emerging from conflict deal with the traumatic knowledge of the past; and how curriculum reflects and asserts the new identities. The research methodology included historical research; the analysis of key education policy documents; workshop observation and the analysis of evaluations and focussed responses; and group interviews. Being intimately involved in South African curriculum change, the theory of situated learning provided a valuable context for the analysis of the South African data. The study breaks new ground in that it is the first comparative African case study research on how societies emerging from violent conflict engage with a traumatic past. Secondly, it is the first study to take the legacy of trauma after identity-based conflict into account. What have been underlined by this study are the complexities of educational change and the fragility of post-conflict societies. The deep inequalities which remain after the conflict has been settled need to be taken into account, but seldom are, in the construction of post-conflict education policy and in teacher development. Importantly, the study also raised questions about the extent to which identities formed within a conflict society, filter curriculum knowledge in post-conflict classrooms. The main findings to emerge from the research are firstly, that the depth, direction and pace of curriculum change in post-conflict societies is conditioned by the terms that settled the conflict; secondly the nature of the emergent state and the character of regional or provincial politics sets limits as well as possibilities for curriculum change and implementation; and that in a post-conflict society, theories of change need to move beyond the formal curriculum to take into account the historical meanings of identity within the national context. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted

Abstract/Summary The study of history has always been a part of educational programmes throughout time. And the reasons behind it have also been shifting according to the needs of the society in a specific time and place. But the legitimacy of the history subject has always been in its said ability to help us understand the present through the past. Today the emergence of a globalized and multicultural society is changing both our way of life as well as our view on the world, and with it the skills and tools we need to make sense of it. And with it the reasons behind and the learning goals of history as an educational subject is shifting. International organizations have implemented guidelines and directives to its members regarding how educational goals can be used to adapt to this ongoing change. Research regarding curriculum policymaking has shown that the Swedish curriculum is influenced by the international guidelines, but the didactic specialists, Kenneth Nordgren and Maria Johansson, has found a lack of guidance for teachers to enact these general goals on a more practical day-to-day basis. This has led them formulate a concept especially designed for history education, intercultural historical learning. This essay’s aim is to find the conditions to apply the concept of intercultural historical learning through the history subject in the compulsory and upper secondary school in Sweden. By taking its departure in curriculum theory and using intercultural historical learning as an analytical framework, a hermeneutical text analysis is made on the Swedish history curriculum with its supporting documents as well as on the national tests of the subject. The results indicate that there are conditions that both encourages and discourages the implementation of intercultural historical learning in history education. The curriculum’s emphasis on the usage of historic source material and use of history examples are a major contributor to the applicably of the concept. In contrast the historical narrative created by the curriculum prevents a diversity of historical experiences and voices to be present in the teaching practice. Instead a Eurocentric and political historic narrative is dominant. However, further research is required to see what other factors than those this essay examine affect the implementation of intercultural historical learning in the Swedish history classroom. This essay’s main contribution is to serve as a starting point for such research.

The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.

I historieundervisningen i den svenska grundskolan blir det allt vanligare att lärare använder historisk spelfilm som inslag. Forskning inom området från både USA och Sverige visar dock på att användandet av spelfilm i historieundervisningen står inför en rad didaktiska dilemman. Dessa dilemman har dels att göra med på vilket sätt läraren utformar den spelfilmsbaserade undervisningen, dels vilken slags medvetenhet och förmåga till kritiskt seende och reflektion eleverna uppvisar i sina möten med spelfilm. Samtidigt visar forskning att om lärare besitter kunskaper och insikter både om den historiska spelfilmens didaktiska utmaningar som om dess möjligheter kan en sådan undervisning i allra högsta grad bidra till en hos eleverna utvecklad historielitteracitet. Syftet med föreliggande explorativa fallstudie är att undersöka huruvida och i vilken utsträckning spelfilmsbaserad historieundervisning kan sägas ge upphov till meningsskapande processer där historielitteracitet hos elever utvecklas. Studien har som yttersta teoretiska ramverk det sociokulturella perspektivet som ser på lärande som något som uppstår i en social gemenskap där individen alltid står i relation till det kollektiva och där lärandet är resultatet av individers kognitiva utveckling så som den sker i relation till det som händer i samspelet med andra. För att besvara studiens syfte och frågeställningar har en observerande fallstudie med explorativa samt intervenerande inslag genomförts och detta i kombination med en semistrukturerad intervju med berörd lärare. Studiens viktigaste resultat är att för att en historieundervisning med spelfilmsinslag ska inneha potentialen att förse elever med möjligheter till såväl meningsskapande som utvecklande av historielitteracitet behöver läraren ge eleverna möjligheter att förutom att möta, utveckla och analysera kunskap, även använda denna kunskap i en mellanmänsklig lärandemiljö där utrymme för klassrumsdiskussioner skapas. / <p>SO</p>

Research on school textbooks, presented by Masoud Kamali and Mia Mikander, shows that othering is a reoccurring matter. Without a national authority to examine the textbooks used in Swedish schools, in relation to teachers not having the time to examine their textbooks of choice, one wonders how this affects the education taking place in Swedish schools. Since the National Agency for Education states that the education should be factual and versatile.  By using the critical discourse analysis, the aim of this study is to analyze if and how history textbooks for pupils in grades 4 - 6 articulates othering. To fulfill the aim of the study the following questions were formulated to enable the analysis of the textbooks:  Where does the subjective modalities occur in the chosen textbooks? Which subjective modalities occurs in the chosen textbooks? Who are included alternatively excluded in the textbooks use of “us”? How could it be? The method used for the study is Faircloughs three-dimensional model with the text analysis as the main focus of the study. The critical analysis is used to analyze how discourses of power are reproduced through the language. The results show that the analyzed textbooks articulate othering by including or excluding groups of people based on the use of pronouns like us, our and ours. This may lead to a reproduction of the hegemony that saturates the society to take place in the Swedish classrooms as well.

Motion pictures have been used in the history classroom for a long time. Despite that fact, there are not a lot written about how this can be done. This essay, therefore, explores the possibility of a theoretical frame with the aim for a motion picture to promote the development of historical empathy among students. It is not deployed in a classroom setting; however, it seeks to study the preconditions in how it can be done. The study draws from history didactics and film analysis to study Michael Haneke´s The White Ribbon from 2009. Haneke is renown in the academic world where his movies draw a lot of attention. The reason is that his movies have a tendency to depict the ongoing decay of our society. This study aims at intertwining theory of history didactics with film analysis in order to promote the development of historical empathy among students. The theoretical frame the essay provides show a possibility in how a motion picture can be used for this purpose in the history classroom.

”Representation matters: history education through the intersectional lens” is a critical intersectional content analysis based on a qualitative interview study with three grade school teachers and one high school teacher of history. The purpose of the interviews was to chart teachers ́ perspectives on history education and to analyze their history textbooks. The participants’ thoughts were thereafter connected to our pre-constructed theoretical interpretive framework. The result that appeared through the empirical data was that the teachers experience the subject of history as a male dominated arena where women are dedicated minimal attention. Furthermore, the teachers illuminate the fact that Swedish history education is characterized by Eurocentric values, since other cultures and ethnicities remain unattended. In addition, stereotyping is a frequent occurrence. Schools constitutes as childrens’ main social platform and by exposing the pupils to stereotypical illustrations of women and people of color, the children are socialized into normative hierarchical power structures at an early age. The teachers provide testimonies of encounters with children who express hopelessness and exclusion because of deficient representation. This study also shows that the teacher is completely in charge of the pupils’ learning. This means that the teachers own identity and level of interest affect the selection of history which is conveyed to the pupils. Therefore, to rely on the teachers’ good judgement makes education arbitrary and undermines the equivalent school system.

The ambition with this research overview has been to gather what is observed regarding diversity in history classes. During recent years societies have changed on a global scale towards being more culturally diverse. There is a belief that individuals with different backgrounds are in need of special treatment. This, visionary multiculturalism or föreställda mångkulturen (as it is called in Swedish), can have both positive and negative effects on teachers and students. Teachers still seem to battle with how they should teach in diverse and heterogeneous classrooms, making the area relevant for research and investigation. Therefore, we pose the question: What does research claim regarding cultural diversity in history education? Collection of research was carried out using both Swedish (Libsearch and Swepub) and international (ERC) databases. Relevant research dissertations and articles were selected from Sweden, Finland, and Australia. This paper dives into two different areas of research: the praxis of teaching and identity. We found the history subject tends to be eurocentric, and teachers tend to turn to traditional teaching and use coursebooks for guidelines. Open attitudes towards diversity were visible in theory but absent in practice; moreover, intercultural objectives are implied in the syllabus for history. Students’ linguistic deficiencies are considered a challenge that gives rise to primitive knowledge teaching. Furthermore, links seem to be implied between low socioeconomic standing and diverse cultural backgrounds. Lastly, students state they feel they have a bisected identity which further problematizes teaching in a diverse classroom.