I denna studie har syftet varit att besvara hur globaliseringsprocessen framställs i läroböcker för gymnasieskolan utifrån ekonomiska, politiska och sociala perspektiv, klargöra eventuell förändring över tid samt besvara på vilket sätt läroböcker ska värderas utifrån teoretiska aspekter. Det har gjorts genom en kvalitativ innehållsanalys med ett operationaliseringsschema som stöd. Resultatet visar att det ekonomiska perspektivet är överrepresenterat i läroböcker när det handlar om globaliseringsprocessen. Politiska och sociala perspektiven behandlas inte alls i samma utsträckning som det ekonomiska perspektivet. Av de underkategorier som undersöks – orsaker, konsekvenser och aktörer – var det konsekvenserna av globaliseringen som behandlade till största del. Enligt teorin var handel en ekonomisk orsak till globaliseringen. Enligt materialet var handel en konsekvens av globaliseringen. Samtidigt var teknisk utveckling enligt teorin en ekonomisk konsekvens medan materialet presenterade teknisk utveckling som en orsak till globaliseringen. Detta indikerade på att läroböckerna inte fullt vilade på samma vetenskapliga grund som föreslogs i det teoretiska ramverket. Slående var materialets likheter mellan den tidigare och senare upplagan. I många fall var behandlingen av globaliseringsprocessen identiska mellan upplagorna. / The purpose of this study has been to answer how the globalization process has been presented in textbooks for upper secondary school by economic, political and social perspectives, bring clarification to any possible changes over time that may occur and answer how textbooks should be evaluated based on theoretical aspects. A qualitative content analysis has been made with an operationalization scheme as a support. The result show that the economic perspective is overrepresented in the textbooks when globalization process is being processed. The political and social perspectives is not processed the same amount as the economic perspective is being processed. Of the subcategories – cause, consequence and participants – the consequence of the globalization was processed mostly. The economic cause of globalization according to the theory was trading. According to the material trading was one of the consequences of the globalization. Meanwhile the technical development was according to the theory an economic consequence in the meantime the material presented technical development as a cause of the globalization. This indicated that the textbooks did not fully rest on the same scientific basis as suggested in the theoretical framework. The materials similarities between the earlier and later edition was striking. In many cases the processing of the globalization process vas identical between the editions.

Thesis advisor: Dr. Marilyn Cochran-Smith / A healthy democratic society requires citizens with both the knowledge to understand the problems it faces and the dispositions to solve them. Yet recent studies have shown that citizens in the United States are losing the democratic habits required to solve social problems. Moreover, results on standardized assessments in United States history including the National Assessment of Educational Progress bear out the fact that the historical knowledge of typical American high school graduates is woefully lacking (Gaudelli, 2002; Shenkman, 2008). Some blame teachers for failing to teach students meaningful content, and others counter that students' poor performance signals a problem with the test's construction rather than with teachers. This dissertation was designed to inform the debate through a systematic study of the orientations of history and social studies teachers in Massachusetts, the skills and constructs measured by the MCAS-US history test, and the relationship between the two. This study considered the complex relationship between teachers' orientations and the skills and constructs measured on the MCAS-US test via two research designs. First, a survey of Massachusetts history and social studies teachers was conducted to analyze the orientations from which teachers approach the subject. Second, a content analysis of the MCAS-US test was conducted to identify the skills and constructs assessed on the test. Both the survey and the content analysis were carried out through the theoretical lens of democratic pragmatism, and both employed the same framework for understanding the varied ways that history and social studies is taught. Findings point to a very clear misalignment between orientations of history and social studies teachers and the skills and constructs measured by the MCAS-US test. This conjures up an image of a three-legged race where the two participants appear to work against one another. The dissertation concludes with a discussion of the implications of the study, including ways that test developers and history and social studies teachers can make progress toward the shared goal of improving civic knowledge and participation. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Maria E. Brisk / This qualitative research study examined how student teachers and novice history teachers learn to teach adolescent bilingual learners (BLs) from coursework to the classroom. The purpose of the study was to investigate to what extent five participants drew upon social justice-oriented pre-service preparation when they taught history to bilingual students in secondary schools in the Greater Boston area. More specifically, this study examined how participants scaffolded history instruction for BLs and taught the language of history to BLs. Classroom data--observation videotapes, interviews, lesson plans, and teaching materials-- were analyzed using the Sheltered Immersion Observation Protocol (SIOP) (Echevarría, Vogt and Short, 2008) and Lucas and Villegas's framework for Linguistically Responsive Teachers (LRT) (2011) to assess trends in how individual participants, student teachers, and novice teachers scaffolded instruction. An analytical framework was created based on systemic functional linguistics (SFL) description of key genres of secondary history (Coffin, 1997, 2006; Martin and Rose, 2008) to understand how participants taught the language of history. Findings of this study suggest that as participants gained classroom experience, they increasingly implemented instructional scaffolds aligned with classroom activities to engage students in rigorous content instruction. Yet participants did not consistently teach language demands of history. Based on study results, I suggest outcomes for early phases of a continuum of teacher learning related to teaching history to BLs. I also propose a framework for teaching the language of history that draws from SFL-informed genre pedagogy (Coffin, 1997, 2006; Gibbons, 2009; Rose and Martin, 2012; Schleppegrell, 2005), and I propose a model for language and content teacher preparation specific to history but also applicable to other secondary content areas. A key argument that this dissertation advances is that secondary history teachers need coherent, consistent, and coordinated support from pre-service coursework to student teaching to full-time teaching to learn to teach BLs. Implications of this study can inform teachers, teacher educators, and researchers who seek to improve opportunities for adolescent BLs to receive equitable access to rigorous content instruction and to develop specific literacy skills that could serve as a foundation for individual achievement and engaged citizenship. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Sweden is a multicultural society which means that there is a lot of pupils in Swedish schools with a background as refugees and with experiences from potentially traumatic and horrible events in their home countries. This study works with two different theories, trigger warning and pragmatism. Trigger warning explains why it could be necessary to hide or protect student from some specific topics or material and pragmatism says that it is educationally successful to use the pupils experiences in the classroom. Contemporary global conflicts, such as the ones that the pupils are coming from, could be a useful subject to teach about in social studies according to the Swedish curriculum. Given this circumstances, this study seeks to examine if it would be educationally and morally appropriate to use this potentially traumatic and sensitive experiences as a method of teaching. According to pragmatism, it would be. However, according to trigger warning, it could be relevant to protect the pupils from this kinds of subjects in school and in the classroom. Therefore, this study contains a tug of war between the two different theories and I interviewed pupils who has moved or has a family who has moved from warzones as refugees about this matter. A core in this study is to take the pupils perspective and examine what good, or bad, that comes out if a teacher in social studies wants to teach about the conflicts that the pupils has a connection to. The result shows that it in fact would be educationally successful even if these subjects are special and a teacher should always think about the circumstances and the methods they are using. In the theoretical tug of war pragmatism comes out as a winner, by trigger warnings could be relevant in some cases.

This study aims to investigate how students with dyslexia experience the teaching of social studies in upper secondary school, and how they actively participate on basis of democratic values. The research is based on a qualitative interview study that forms the basis of the empirical material. The term democratic capacity is used as an analytical tool in the study. The results shows that students with dyslexia experience challenges in reading, conceptual understanding and an uncertainty regarding participation in discussions in the subject of social studies. Furthermore, it shows that dyslexics experience anxiety and inferior self-confidence to participate in some areas of the social studies. This results in a lesser degree of democratic capacity.

This Critical Discourse Analysis examined the classroom discourse of six secondary social studies teachers during lessons dedicated to the study of Africa and the Middle East. The study focused on the phenomenon of otherness and the ways in which teachers contribute to or challenge the depiction of various African and Middle Eastern populations as the other. The study found that no normative discourse existed within or across classrooms whereby teachers consistently portrayed African or Middle Eastern populations as the other. Teacher employed multiple contending discourses that both promoted perceptions of otherness while also explicitly challenging and deconstructing such notions. The study found that teachers tend to frame the study of Africa and the Middle East around narratives of conflict. These narratives restrict the classifications available for understanding certain communities and reinforce associations of violence, radicalism, and terrorism with Africa and the Middle East.

Canadian public life is currently informed by what can be broadly considered an era of reconciliation. While definitions abound, the aim of reconciliation is just relations between Canada and Indigenous nations. Efforts on the parts of federal and provincial governments to apologize and atone for the discriminatory treatment of racialized immigrant groups has also been characterized under the broad banner of reconciliatory politics. While official positions indicate that there is to be a role for schooling in reconciliation efforts, what this means – both in terms of remedies and the nature of the problem they aim to address – remains unclear. At the same time, a new curriculum in British Columbia has been said to contribute toward reconciliation. This dissertation engages contemporary discussion about reconciliation in Canada through a critical examination of the most recent B.C. curriculum, 2015-2018, and asks how dominant national values are making space, or not, for robust and meaningful inclusions of previously marginalized and excluded histories and perspectives. Specifically, in this dissertation I am interested in how the production of national values and priorities in curricula are accommodating of the goals of reconciliation, and revealing of its limits. To do this I compare the national values present in this most recent curriculum to those reported to be present during the late 18th and early 19th centuries in secondary historical literature. Employing a settler colonial theoretical perspective, I assess the ways in which the values produced in the new curriculum continue to center the nation-state and dominant culture values. While nation states like Canada tout progressive mechanisms, such as multicultural policies and multicultural education, to reconcile challenges to state authority, such mechanisms employ and enforce cultural terms that are compatible with Canadian multiculturalism, without attending to less congruent aspects of Indigenous-Canadian relations, like those of land and resources. My findings indicate that while progressive curricular inclusions contribute to increased plurality in educational spaces, there are limits to their efficacy. This is the case primarily because these inclusions are produced through and operate within liberal frameworks that re-center the Canadian nation state. This dissertation contributes to literature that examines the condition of settler colonialism in educational settings in countries like Canada. My conclusions suggest that the efficacy of curricular inclusions that pursue reconciliation will be limited unless teacher education – both pre- and in-service – includes a critical self-analysis of settler colonial privilege and conditionality, and the nation state. / Graduate

abstract: Abstract On a daily basis I am bombarded with images in every walk of life. I encounter images crossing my path constantly through media such as the internet, television, magazines, radio, social media, even in the grocery store line on screens intended to capture our attention. As I drive down the roadways, I am invaded by images that at times can be distracting with their dazzling displays, attempting to get our attention and get us to consume their product or service or understand a historical meaning. In this dissertation I intend on looking at murals and two social studies textbooks to focus types of media; then construct an argument about how these media impact social studies curricula in the communities in which they are located taking into consideration race, social class, language, location, and culture. The intent is to critically analyze traditional curricula and curricula found in public pedagogy in communities located on the borderlands. I also asked local high school-aged students, teachers, artists, and activists from both sides of the border analyze the images through photo elicitation and traditional interviews. Students were interviewed with a focus on interpreted meanings of images presented. Teachers and artists were interviewed to discover their intended meanings as displayed through their production and circulation of intended meanings via lessons and the images they select or create. Activists were interviewed to discover local history, images, and history of the educational space where the artwork and schools are located. I used these data to create an argument as to how these forms of media impacts school curricula in the areas on both sides of the United States/Mexico border. The study was conducted in border cities El Paso, Texas and Juarez, Chihuahua. The ultimate goal was to look at how academics and curricula developers can use this information to decolonize curricula in the field of curricula studies. Moreover, this information can be used to create decolonized ideologies in curricula that can be used at the school sites to promote diversity and social justice for students in their schooling experience. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2018

Civics education is "on the books" in all 50 states, yet civic illiteracy is widespread. Only one third of 12th graders are able to explain the significance of the Declaration of Independence, and fewer than half of 8th graders know the purpose of the Bill of Rights. This instructional guide explores the foundations of civics education--and the reasons for its demise--with commentary from civics education leaders and scholars across the nation. Questions for eliciting civics discussion are provided for all grade levels, along with detailed civic action and service projects and reading plans. Best practices and grant writing options are included. The author argues for a return to early 20th century civics education and details the traditional and present-day role of America's libraries in developing a civic-minded populace. School and public librarians are urged to utilize trade books and carefully evaluated websites to integrate civics within educational and youth services offerings. / https://dc.etsu.edu/etsu_books/1015/thumbnail.jpg

Few countries can boast of having the culture of volunteering seen in the United States. In explaining this phenomenon, many empirical studies have found religiosity significant in predicting volunteering behaviors among young adults, adults, and the elderly. However, teens (13 – 17 years) have not attracted much attention from researchers, though they possess the time and resources most needed to volunteer. Using data from the National Study on Youth and Religion (NSYR) Wave 1, this study examines the relationship between volunteering and teens’ private (religious salience and religious experience) and collective religiosity (religious tradition, church attendance, and youth group participation). Parental variables and teen demographics are also tested using a three-stage ordinal logistic regression. Regarding individual religiosity, the results suggested a significant relationship between teens’ religious experiences and volunteering. In addition, parents can induce volunteering by encouraging their teens to volunteer and participate in religious youth groups.