Global ETD Search

191	Historieundervisning och interkulturell kompetens / History teaching and intercultural competence Johansson, Maria January 2012 (has links) Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative. History teaching historical learning history education intercultural competence intercultural education upper secondary school object of learning historical narrative historieundervisning interkulturell kompetens historiskt lärande interkulturell utbildning historiemedvetande gymnasiet klassrumsstudie lärandeobjekt lärandemål historisk berättelse narrativ Didactics Didaktik
192	Changing perceptions of history education in black secondary schools, with special reference to Mpumalanga, 1948-2008 Black, David Alexander 11 1900 (has links) This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History) Bantu education History education Black secondary schools Learner perceptions of history education Apartheid education Outcomes-based education Further education and training National curriculum statement 907.1268209045 Education and state -- South Africa Politics and education -- South Africa Post-apartheid era -- South Africa
193	Changing perceptions of history education in black secondary schools, with special reference to Mpumalanga, 1948-2008 Black, David Alexander 11 1900 (has links) This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History) Bantu education History education Black secondary schools Learner perceptions of history education Apartheid education Outcomes-based education Further education and training National curriculum statement 907.1268209045 Education and state -- South Africa Politics and education -- South Africa Post-apartheid era -- South Africa
194	Vyrovnávání se s komunistickou minulostí: proměny historické edukace v České republice po roce 1989 / Dealing with the Communist Past: Transformation of History Education in Czech Republic after 1989 Najbert, Jaroslav January 2019 (has links) The thesis aims to stimulate the debate on the need of improvement of the history education in the Czech Republic. It concentrates on describing the consequences of current historical situation, defined by the dealing with the communist past discourse, to history education. First, it analyses the very concept of dealing with the communist past, using available linguistic and statistic tools (e.g. Czech National Corpus and Mediasearch archive) and multidisciplinary literature. Then the three studies follow. The first case study explores the public debates on teaching of communist history that took place in the public since 1989 and included some criticism of the quality of history education. It also analyses conceptualizations of history education within the national curriculum since 1989. As a result, two dominant discursive types that have had an influence on the public debate about history education and teaching practice are defined. The second study explores the memory, pedagogical and discursive practices related to the application of oral history method for both remembrance and history education. It examines both positive but also problematic aspects of memory practice in education related to the stories of 1950's persecution. The third study discuses results of empirical research aimed on...
195	Praktiska digitala medium i historieundervisningen : En översikt av forskning om hur digitalt game-based learning kan användas för att förbättra elevernas kunskap om historieämnet / Practical digital mediums in historical education : An overview of research regarding digital games uses of improving the students knowledge of history Gullstrand, Dennis, Lund, Erik January 2024 (has links) The traditional history educational methods mainly consists of and are focused on memory, reading, repetition and writing skills, however this paper aims to give an overview of research regarding “Game-based learning”, it’s uses in education of history, and if it can be used as a way to complement the traditional education and give history teachers the tools to make their teaching more diverse. Useful materials were found in the databases: EBSCO, IEEE Xplore och Science Direct. Each of the 3 practical and 3 informational studies has been carefully selected by their subject relevance and the quality of the study’s gathering, use and compilation of data. The results in this overview are both positive and negative. The studies found on the subject show that the students not only learn historical facts when using game-based learning but also become very engaged in the lesson and achieve a deeper historical perspective where they can understand the historical events in the historical context and relate to people of that point in time. However, the drawbacks are that some students have been reported to have missed some facts altogether, and that would have been avoided in traditional education (Erhel & Jamet, 2013). Another drawback that has been noted is that Game Based learning is incredibly time consuming and if it is not used correctly it risks creating a dilemma for the history teacher where the teacher has to choose Game-based learning or traditional education of history (Watson & Mong & Harris, 2010). But if it is used correctly, studies have also shown that they can be combined (Erhel & Jamet, 2013; Kuran & Tozoglu & Tavernari, 2018). history history didactics history education didactics practical game based learning game games digital computer Assassin's Creed Making History Crusader Kings Hearts of Iron high school historia historiedidaktik historieundervisning undervisning didaktik praktiskt game based learning spel digital digitala dator Assassin's Creed Making History Crusader Kings Hearts of Iron gymnasie gymnasiet högstadium högstadiet grundskola History Historia
196	Nationalism i fredens tjänst : Svenska skolornas fredsförening, fredsfostran och historieundervisning 1919-1939 Nilsson, Ingela January 2015 (has links) The overall aim of this thesis is to contribute to the field of research that examines the relationship between peace efforts and nationalism. The relationship will be studied from perspectives of educa- tional history and history didactics. More precisely, by focusing on history education, this disserta- tion will analyse the demands for a comprehensive peace education in schools that were put forward by a long list of actors in the Western world during the interwar period, and as such discuss to what extent, and in what ways, nationalism influenced the content and design of this peace education. The main theoretical framework of this thesis is the concept of nationalism, and the position of nationalism as a hegemonic ideology during the first half of the 20th century. Another central un- derstanding is the assumption that the educational system, specifically history education, played a central role in creating, maintaining and strengthening collective identities as well as the prevailing ideological hegemony. The empirical investigation has been limited to studying the demands and ideas presented by Nordic peace educators, mainly The Swedish School Peace League (SSF), regar- ding peace-educating history teaching. As such, the empirical aim has been to investigate the SSF’s views on the relationship between nationalism and peace education, i.e., how internationalism and pacifism were to be taught, as well as how this understanding affected the League’s ideas regarding history teaching. The results have also been analysed from a gender perspective, based on the as- sumption that contemporary notions of gender in relation to nationalism, war and peace in different ways had an impact upon the content and format of the proposed peace education. The study shows that the SSF regarded nationalism as the very foundation and prerequisite for any peace education. SSF thus tried to reconcile nationalism, internationalism and pacifism under one and the same ideological approach; “patriotic pacifism”, which in turn strongly influenced the endorsed peace-educating history teaching. Furthermore, the study highlights boys’ central role in the peace education project, which essentially set the long-term goal of creating a new pacifist and internationally oriented male ideal and yet, despite these aims, continued an intimate association with the “national”. Key concepts in SSF’s peace education were unite and supplement, and thereby they redefined central meanings of hegemonic nationalism. SSF’s patriotic pacifism and its impact on the association's demands for a peace-educating history teaching can best be described as an “intra-hegemonic counterforce”. / Historia utan gräns: Den internationella historieboksrevisionen 1919-2009 nationalism pacifism internationalism patriotic pacifism peace and war peace education ideological hegemony gender manliness/masculinity collective identity history education the Interwar era history textbook revision nationalism pacifism internationalism patriotisk pacifism krig och fred fredsfostran ideologisk hegemoni genus manlighet/maskulinitet kollektiv identitet historieundervisning mellankrigstiden historieläroboksrevisioner Matilda Widegren Greta Stendahl Herman Söderbergh Elisabet Eurén Theodor Blomqvist Ingvard Nielsen Svenska skolornas fredsförening Nordiska lärares fredsförbund kväkarna Förbundet för kristet samhällsliv IKFF

Page generated in 0.0775 seconds