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This study looks at social studies teachers' perceptions of Malawi's national identity as it is promoted through Malawi's primary school social studies education. The following research questions were posed: 1) What are teachers' perceptions of national identity in Malawi? 2) What are teachers' perceptions of Malawi's primary school social studies curriculum? and 3) What are teachers' perceptions of the practice of constructing national identity through primary school social studies curriculum in Malawi? The recent revision of Malawi's social studies curriculum allows for a new analysis on the relationship between Western neocolonialism and its affect on the shaping of Malawian national identity, as exampled by Malawi's social studies program. This study will therefore contribute to existing literature regarding the role of social studies education and the construction of national identity as well as the impact the West has on the maintenance of African national identity. Using semi-structured interviews with ten practicing primary school social studies teachers and one social studies curriculum specialist in the Domasi district, Southern Region of Malawi, I found that Malawi's social studies currciulum is promoting Malawian national identity as perceived by the interviewees. However, the interviewees illuminated contextual factors that hinder the implementation of the new curriculum. / Master of Science

Recently, many college administrators have attempted to create a climate on their campuses which emphasizes the importance of valuing all members of the campus community, encouraging diversity of the student population, and educating those who are intolerant of diversity. As a result, many students on our college campuses are resentful and angered by attempts to "force feed" them information regarding issues of diversity. Such resistance must be considered when planning a curriculum that emphasizes diversity education. The purpose of this study was to determine whether the use of an educational game lessens student resistance toward diversity education while increasing content, behavioral, and attitudinal change. Eighteen participants, a selected group of college students and facilitators, played the game for a 90-minute period, exploring racism and heterosexism during the playing of the game. Pre- and postgame interviews and two follow-up interviews (one week and four to six weeks later) were conducted with each participant. Participants were asked two broad questions: How did participants experience playing the game? This was based on participants' perceptions, my observations during the playing of the game, interviews, and participants' journals. Did playing the game influence the participants' knowledge, awareness, or actions regarding racism and heterosexism, and if so, how?

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.

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