Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (xii, 245 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-1-137-45600-7

Series Statement: International and development education

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-1-349-57740-8

Language: English

DOI: 10.1057/9781137456007

URL: Volltext  (URL des Erstveröffentlichers)

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028919884&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

URL: Volltext  (URL des Erstveröffentlichers)

URL: Abstract

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Format: 1 Online-Ressource (xi, 379 Seiten) : , Illustrationen, Diagramme.

ISBN: 978-94-6300-509-8

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-94-6300-507-4

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-94-6300-508-1

Language: English

Keywords: Geschichtsbewusstsein ; Kollektives Gedächtnis ; Nationalbewusstsein ; Bildungspolitik ; Schulbuch ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1007/978-94-6300-509-8

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: XII, 340 p. , online resource.

ISBN: 9789463008600

Content: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

Note: Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From “Civilizing Force” to “Source of Backwardness”: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799–2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China’s International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian–Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index.

In: Springer eBooks

Language: English

Subjects: History

DOI: 10.1007/978-94-6300-860-0

URL: http://dx.doi.org/10.1007/978-94-6300-860-0

URL: Volltext

UID:

Format: 1 online resource.

ISBN: 9789463005098

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors' voices come from a variety of contexts-some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about "who we are" not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.

Note: Preliminary Material / , Introduction / , Are Mexico's Indigenous People Mexican? / , The Struggle to be Seen / , Normalizing Subordination / , From Ingenious to Ignorant, from Idyllic to Backwards / , "Within the Sound of Silence" / , The Portrayal of "The Other" in Pakistani and Indian School Textbooks / , Asian Bodies, English Values / , History and Civic Education in the Rainbow Nation / , Re-Imagining Brotherhood / , Democratic Citizenship Education in Textbooks in Spain and England / , Textbook and Identity / , Reframing the National Narrative / , Vacuum in the Classroom? / , Defining and Debating the Common "We" / , School Textbooks, Us and Them / , Contributors / , Index /

Additional Edition: Print version: (Re)Constructing Memory: Textbooks, Identity, Nation, and State Leiden, Boston : Brill | Sense, 2016, ISBN 9789463005081

Language: English

URL: DOI:

URL: DOI

URL: DOI

UID:

Format: 1 online resource (xii, 380 pages)

Edition: 1st ed. 2016.

ISBN: 94-6300-509-9

Content: This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.

Note: Includes index. , Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction: Palimpsest Identities in the Imagining of the Nation: A Comparative Model -- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State -- Are Mexico’s Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico -- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks -- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863–1870 -- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century -- “Within the Sound of Silence”: A Critical Examination of LGBQ Issues in National History Textbooks -- Section 2: Who Are We? Us and Them -- The Portrayal of “The Other” in Pakistani and Indian School Textbooks -- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya -- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa -- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France -- Section 3: Who Are We? (Re)Negotiating Complex Identities -- Democratic Citizenship Education in Textbooks in Spain and England -- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore -- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey’s EU Era -- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe -- Conclusions -- Defining and Debating the Common “We”: Analyses of Citizen Formation beyond the Nation-State Mold -- School Textbooks, Us and Them: A Conclusion -- Contributors -- Index.

Additional Edition: ISBN 94-6300-508-0

Language: English

DOI: 10.1007/978-94-6300-509-8

UID:

Format: 1 online resource (XII, 340 p.)

Edition: 1st ed. 2017.

ISBN: 94-6300-860-8

Content: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

Note: Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction -- Section 1: Nation-Building Projects in the Aftermath of Intimate Conflict -- What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict: The Case of Rwanda -- Ideologies Inside Textbooks: Vietnamization and Re-Khmerization of Political Education in Cambodia during the 1980s -- Construction(s) of the Nation in Egyptian Textbooks: Towards an Understanding of Societal Conflict -- Section 2: Colonialism, Imperialism, and Their Enduring Conflict Legacies -- Creating a Nation without a Past: Secondary-School Curricula and the Teaching of National History in Uganda -- From “Civilizing Force” to “Source of Backwardness”: Spanish Colonialism in Latin American School Textbooks -- The Crusades in English History Textbooks 1799–2002: Some Criteria for Textbook Improvement and Representations of Conflict -- History Education, Domestic Narratives, and China’s International Behavior -- Section 3: Interaction and Integration in Divided Societies -- Addressing Conflict and Tolerance through the Curriculum -- Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment -- Section 4: The Democratic Role of Schools as Mediating Institutions in Society -- Living with Ghosts, Living Otherwise: Pedagogies of Haunting in Post-Genocide Cambodia -- When War Enters the Classroom: An Ethnographic Study of Social Relationships Among School Community Members on the Colombian–Ecuadorian Border -- From Truth to Textbook: The Peruvian Truth and Reconciliation Commission, Educational Resources, and the Challenges of Teaching about Recent Conflict -- Nation, Supranational Communities, and the Globe: Unifying and Dividing Concepts of Collective Identities in History Textbooks -- Index.

Additional Edition: ISBN 94-6300-859-4

Additional Edition: ISBN 94-6300-858-6

Language: English

DOI: 10.1007/978-94-6300-860-0

UID:

Format: 1 online resource

ISBN: 9789462096561

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: This book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials-children's readers, a required text penned by the head of state, a holocaust curriculum, etc. . The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children's readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion.

Note: Preliminary Material /

Additional Edition: Print version: (Re)Constructing Memory: School Textbooks and the Imagination of the Nation, Leiden Boston : Brill | Sense, 2014

Language: English

URL: DOI:

URL: DOI

UID:

Format: 1 online resource.

ISBN: 9789463008600

Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001

Content: How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them ? Through contemporary and historical case studies-drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others-this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.

Note: Preliminary Material / , Introduction / , What Framing Analysis Can Teach Us about History Textbooks, Peace, and Conflict / , Ideologies Inside Textbooks / , Construction(s) of the Nation in Egyptian Textbooks / , Creating a Nation without a Past / , From "Civilizing Force" to "Source of Backwardness" / , The Crusades in English History Textbooks 1799-2002 / , History Education, Domestic Narratives, and China's International Behavior / , Addressing Conflict and Tolerance through the Curriculum / , Learning to Think Historically through a Conflict-Based Biethnic Collaborative Learning Environment / , Living with Ghosts, Living Otherwise / , When War Enters the Classroom / , From Truth to Textbook / , Nation, Supranational Communities, and the Globe / , Index /

Additional Edition: Print version: (Re)Constructing Memory: Education, Identity, and Conflict Leiden, Boston : Brill | Sense, 2017, ISBN 9789463008594

Language: English

URL: DOI:

URL: DOI

URL: DOI

UID:

ISSN: 0030-851X

Content: Williams, James H. ; Dubash, Navroz K.: Introduction

Content: Williams, James H. ; Dubash, Navroz K.: Asian electricity reform in historical perspective

Content: Yeh, Emily T. ; Lewis, Joanna I.: State power and the logic of reform in China's electricity sector

Content: Kale, Sunila S.: Current reforms : the politics of policy change in India's electricity sector

Content: Electricity reform at a crossroads : problems in South Korea's power liberalization strategy / John Byrne

Content: Greacen, Chuenchom Sangarasri ; Greacen, Chris: Thailand's electricity reforms : privatization of benefits and socialization of costs and risks

Note: Enthält 6 Beitr.

In: Pacific affairs, Blaine, WA : University of British Columbia, 1928, 77(2004), 3, Seite 403-542, 0030-851X

Language: English

UID:

Format: xxii, 426 Seiten , Illustrationen, Diagramme

ISBN: 9780262039901

Note: Includes bibliographical references and index

Language: English

Keywords: Wellenausbreitung ; Wellenmechanik