The main aim of this paper is to analyze geographic textbooks for high schools in terms of interpretation of global issues. Semantic units that are related to global issues will be sorted into groups according to the paradigm to which it belongs (national, humanistic and global). Most of semantic units contained in textbooks were included into a global direction, which is characterized by its neutrality. Keywords: textbook evaluation, global issues, geographical education, globalization, global thinking
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:350743 |
| Date | January 2017 |
| Creators | Brodníček, Daniel |
| Contributors | Matějček, Tomáš, Řezníčková, Dana |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
Page generated in 0.0022 seconds