History education builds the foundation of a common past necessary for the formation of group identity. Evaluating History curricula is important because group identity guides people’s political behavior. This Uganda case study demonstrates how different actors have manipulated History education in order to enhance the saliency of ethnic, national, and regional identities. The expansion of nationalized education and the teaching of Ugandan, East African, and African history have contributed to fostering the rise of national consciousness in Uganda. Greater awareness of national identity has promoted national integration while marginalizing non-school educated people.
| Identifer | oai:union.ndltd.org:CLAREMONT/oai:scholarship.claremont.edu:cmc_theses-1106 |
| Date | 01 January 2011 |
| Creators | Mino, Takako |
| Publisher | Scholarship @ Claremont |
| Source Sets | Claremont Colleges |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | CMC Senior Theses |
| Rights | © 2011 Takako Mino |
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