Relevant bibliographies by topics / Education and state Education Textbooks Nationalism

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Academic literature on the topic 'Education and state Education Textbooks Nationalism'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Education and state Education Textbooks Nationalism"

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Filasari, Rica. "Wacana Penguatan Pendidikan Karakter dalam Buku Teks Sejarah Indonesia." Jurnal Pendidikan Sejarah 9, no. 2 (2020): 90–109. http://dx.doi.org/10.21009/jps.092.01.

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Textbooks are one of the sources used in history learning in class and have an important meaning in Strengthening Character Education (PPK). Although there are doubts about the extent to which the integration of the value of PPK in writing Indonesian History textbooks is because the textbooks were born earlier than PPK. This study aims to describe the PPK discourse in the Indonesian History textbook 2013 Curriculum of Senior High Schools (SMA). The research approach used is a qualitative type of critical discourse analysis model Roger Fowler et al. The main data source is in the revised editio
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Kamusella, Tomasz. "School History Atlases as Instruments of Nation-State Making and Maintenance." Journal of Educational Media, Memory, and Society 2, no. 1 (2010): 113–38. http://dx.doi.org/10.3167/jemms.2010.020107.

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School history atlases are used almost exclusively as required textbooks in Central and Eastern Europe, where the model of the ethnolinguistic nation-state rules supreme. My hypothesis is that these atlases are used in this region because a graphic presentation of the past makes it possible for students to grasp the idea of the presumably "natural" or "inescapable" overlapping of historical, linguistic, and demographic borders, the striving for which produced the present-day ethnolinguistic nation-states. Conversely, school history atlases provide a framework to indoctrinate the student with t
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Korostelina, Karina. "War of textbooks: History education in Russia and Ukraine." Communist and Post-Communist Studies 43, no. 2 (2010): 129–37. http://dx.doi.org/10.1016/j.postcomstud.2010.03.004.

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Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in history textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state controlled history education to define their national identity and to present themselves in relations to each other. For example, history education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea
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ABBOTT, JARED A., HILLEL DAVID SOIFER, and MATTHIAS VOM HAU. "Transforming the Nation? The Bolivarian Education Reform in Venezuela." Journal of Latin American Studies 49, no. 4 (2017): 885–916. http://dx.doi.org/10.1017/s0022216x17000402.

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AbstractThe Chávez government introduced a ‘Bolivarian’ national curriculum to promote radically different understandings of Venezuelan history and identity. We place the fate of this reform initiative within the broader study of state formation and nationalism. Scholars have long identified mass schooling as the key institution for socialising citizens and cultivating national loyalties, and many states have attempted to alter the nationalist content of schooling with these ends in mind. Venezuela constitutes an ideal case for identifying the specific conditions under which transformations of
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Elmersjö, Henrik Åström. "Negotiating the Nation in History." Journal of Educational Media, Memory, and Society 8, no. 2 (2016): 16–35. http://dx.doi.org/10.3167/jemms.2016.080202.

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This article explores the discussions concerning history textbooks that occurred within the Swedish State Approval Scheme for Textbooks (Statens läroboksnämnd) from 1945 to 1983. By focusing on the negotiation of nationhood and the process of textbook approval as an arena for the renegotiation of ways in which history was taught in schools, the article reveals that nationalistic sentiment associated with the historical discipline was challenged by intercultural and materialist discourses during the period under examination. However, much of the debate within the State Approval Scheme for Textb
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Zhong, Minghua, and Jian Zhang. "Analysis of the citizenship education of China’s junior high school stage." Asian Education and Development Studies 4, no. 2 (2015): 190–203. http://dx.doi.org/10.1108/aeds-05-2014-0018.

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Purpose – In China, it is the continuation of citizenship education in primary schools, which lays the foundation for citizenship education in senior high schools. So the authors have chosen citizenship education at the junior high schools stage in mainland China as the purpose of this paper is to provide answers to three research questions: (1) is ideological and moral education citizenship education at junior high schools in China? (2) What is the content of citizenship education at junior high schools in China? (3) What are the characteristics of citizenship education at junior high schools
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Brühwiler, Ingrid. "Contested Citizenship." Journal of Educational Media, Memory, and Society 9, no. 2 (2017): 15–39. http://dx.doi.org/10.3167/jemms.2017.090202.

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This article examines public education and the establishment of the nation-state in the first half of the nineteenth century in Switzerland. Textbooks, governmental decisions, and reports are analyzed in order to better understand how citizenship is depicted in school textbooks and whether (federal) political changes affected the image of the “imagined citizen” portrayed in such texts. The “ideal citizen” was, first and foremost, a communal and cantonal member of a twofold society run by the church and the secular government, in which nationality was depicted as a third realm.
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Bender, Thomas. "Can National History Be De-Provincialized?" Journal of Educational Media, Memory, and Society 1, no. 1 (2009): 25–38. http://dx.doi.org/10.3167/jemms.2009.010103.

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This article examines two incidents of textbook controversy in the United States in the course of the last half-century. First, it addresses history's historical relationship to the modern nation-state and nationalism. How does that relationship, and the particular way it is understood, limit the boundaries of history, particularly the contest over whether American history ought to be taught as selfcontained and exceptionalist or taught within a larger global context? Second, it addresses the presence of what could be called a historical essentialism or even historical fundamentalism in textbo
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Jones, Alisa. "In Search of an Identity: The Politics of History as a School Subject in Hong Kong, 1960s–2002. By Edward Vickers. [New York and London: Routledge, 2003. vii+321 pp. £60.00. ISBN 0-415-94502-X.]." China Quarterly 182 (June 2005): 452–53. http://dx.doi.org/10.1017/s0305741005340264.

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In recent years, much research has been published on nationalism and national identity formation in East Asia. It has been frequently noted that “official” historical narratives disseminated through school curricula have been crucial to popularizing state-sanctioned national and worldviews and legitimizing the polity. Yet, excepting research into the international controversies surrounding Japanese history textbook portrayals of Japan's wartime past, few studies have looked beyond a handful of government directives and textbooks. What has been written, moreover, has often assumed that politica
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Čehajić, Mirza. "Serbian and Croatian great state policy and attitude towards Bosnia and Herzegovina on the example of History textbooks." Historijski pogledi 3, no. 4 (2020): 91–107. http://dx.doi.org/10.52259/historijskipogledi.2020.3.4.91.

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Textbook literature is not only an interesting object of research, but also a kind of mirror of the society that produces them. In a way, they represent the basic source of knowledge for students, and their content represents a certain type of absolute truth or canonized knowledge. This is especially true for history textbooks, which show students what memory state systems not only recommend but also determine. This means that such textbooks are a reflection of the official attitude towards the past, so they are one of the most powerful instruments of action on the collective consciousness of
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Dissertations / Theses on the topic "Education and state Education Textbooks Nationalism"

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Piscitelli, Stephen V. "The Relationship of United States' Nationalism and Textbook Coverage of Latin America." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/9.

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It was the purpose of this project to determine whether the interests of United States' nationalism had influenced the textbook coverage devoted to Latin America. The review of related literature supported the value of curriculum with a global orientation and the importance of an objective understanding of the Latin American-United States relationship.This study reviewed eight (8) world history textbooks. Seven (7) of the books were on the latest state adopted textbook list for Florida. One (1) text was currently in use in advanced World History classes in Duval County (Florida). The eight boo
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Murphy, Adam C. "Perpetuating Nationalist Mythos? Portrayals of Eighteenth Century Ireland in Twentieth Century Irish Secondary School Textbooks." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371792303.

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May, Stephen Andrew. "Reimaging the nation-state : language, education and minority rights." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/de565342-9694-4a47-924b-c2a22045c94c.

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Lee, Yoonmi Lee Peter H. "Modern education, textbooks, and the image of the nation : politics of modernization and nationalism in Korean education, 1880-1910 /." [S.l.] : New York, 2000. http://catalogue.bnf.fr/ark:/12148/cb40227585h.

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Bhagavan, Manu Belur. "Higher education and the "modern state" : negotiating colonialism and nationalism in princely Mysore and Baroda /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Zarean, Mohammad Javad. "Islamic values & their reflection in the Iranian elementary textbooks : Islamization in post-revolutionary Iran." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0024/NQ50302.pdf.

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Cull, Cassandra Marie. "Common Core State Standards Mathematics Vocabulary In CCSSM-Aligned Textbooks." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1368633134.

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Aman, James R. "Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330854/.

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Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task. Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rat
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Mochebelele, Amelia Mamohau. "Equity and efficiency in education textbook distribution policy and practice : a case study." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/14349.

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Bibliography: leaves 55-60.<br>The primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documen
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Naseem, Muhammad Ayaz. "Education, the state and subject constitution of gendered subjectivities inthrough school curricula in Pakistan : a post-structuralist analysis of social studies and Urdu textbooks for grades I-VIII." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85025.

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In this study I challenge the uncritical use of the long held dictum of the development discourse that education empowers women. From a post-structuralist feminist position I show that in its current state the educational discourse in Pakistan actually disempowers women. This discourse constitutes gendered identities and positions them in a way that exacerbates and intensifies inequalities between men and women. Gendered constitution and positioning of subjects also regulates the relationship between the subjects and the state in such a way that women and minorities are excluded from th
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Books on the topic "Education and state Education Textbooks Nationalism"

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İnal, Kemal. Eğitim ve iktidar: Türkiye'de ders kitaplarında demokratik ve milliyetçi değerler. Ütopya Yayınevi, 2004.

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Chin-ho, Kang, ed. Kugŏ kyogwasŏ wa kukka ideollogi. Kŭl Nurim, 2007.

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Adamou, Maria. To ekpaideutiko systēma stēn hypēresia tou ethnikou kratous: Hē Hellēnikē periptōsē "1950-1976". Ekdoseis Papazēsē, 2002.

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Schooling the national imagination: Education, English, and the Indian modern. Oxford University Press, 2009.

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Advani, Shalini. Schooling the national imagination: Education, English, and the Indian modern. Oxford University Press, 2009.

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Advani, Shalini. Schooling the national imagination: Education, English, and the Indian modern. Oxford University Press, 2009.

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Advani, Shalini. Schooling the national imagination: Education, English, and the Indian modern. Oxford University Press, 2009.

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War memory, nationalism and education in post-war Japan, 1945-2007: The Japanese history textbook controversy and Ienaga Saburo's court challenges. Routledge, 2008.

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1974-, Parlak İsmet, ed. Kemalist ideoloji'de eğitim: Erken Cumhuriyet dönemi tarih ve yurt bilgisi ders kitapları üzerine bir inceleme. Turhan Kitabevi, 2005.

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Jalālzaʼī, Mūsá K̲h̲ān. The crises of education in Pakistan: State, education and the textbooks. al-Abbas International, 2004.

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Book chapters on the topic "Education and state Education Textbooks Nationalism"

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Saleem, Raja M. Ali. "Islamization and Religious Education." In State, Nationalism, and Islamization. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54006-1_7.

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Ozga, Jenny. "Education and Nationalism in Scotland: Nationalism as a Governing Resource." In The State, Schooling and Identity. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1515-1_2.

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Aberbach, David. "Jewish education and the rise of the secular state." In Nationalism, War and Jewish Education. Routledge, 2018. http://dx.doi.org/10.4324/9780429432750-13.

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Spreen, Carol Anne, and Chrissie Monaghan. "History and Civic Education in the Rainbow Nation." In (Re)Constructing Memory: Textbooks, Identity, Nation, and State. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-509-8_9.

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Espinoza, G. Antonio. "From Republicanism to Popular Instruction to Nationalism." In Education and the State in Modern Peru. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137333032_3.

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Messina, Claudia, Vanita Sundaram, and Ian Davies. "Democratic Citizenship Education in Textbooks in Spain and England." In (Re)Constructing Memory: Textbooks, Identity, Nation, and State. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-509-8_11.

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Dunajeva, Jekatyerina. "From “Unsettled Fortune-Tellers” to Socialist Workers: Education Policies and Roma in Early Soviet Union." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_5.

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AbstractThis chapter embeds Roma identity formation in the politics of early Soviet Union, by examining the role schools played in delineating boundaries of belonging and the sense of nationhood. I analyze education policies and politics towards minorities in the 1920s and ‘1930s through textbooks in Romani language from the time. I show that textbooks, often through educating basic grammar to children, sought to alter their identities from “unsettled fortune-tellers” to working Roma. Roma way of life was equated with oppression of the old, pre-revolutionary times, while new, Socialist life that Roma were to become part of was characterized by equality and work. What was seen as the traditional Roma way of life was incompatible with the goals of the state, and schools were to “transform” Roma children into productive Socialist workers. Socialism, therefore, was seen as the emancipation and empowerment Roma needed in order to leave their “backwards” habits in the past.
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Scott, Jonathan French. "The United States in British Textbooks." In The Menace of Nationalism in Education. Routledge, 2012. http://dx.doi.org/10.4324/9780203808528-11.

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Tomlinson, Sally. "Empire and ethnocentric education." In Education and Race from Empire to Brexit. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447345824.003.0002.

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Chapter I notes that while necessarily selective of historical events, explanations for the 2016 Brexit vote, trade wars, race and migrant antagonisms and hatreds must start with the British Empire, especially in the later 19th century when power and wealth were concentrated in a white world. Racial ignorance and assumptions of national superiority have continued into the 21st century. The chapter discusses the emergence of mass education from around 1870 which was influenced by events associated with imperialism and its ideologies. It records that British values and invented traditions, imbued with nationalism, militarism and racial arrogance, were filtered down from public schools to state secondary and elementary school. Teaching, textbooks and youth literature reflected and entrenched beliefs in the superiority of white people and distrust of foreigners. There were some signs that the white working class recognised a connection between imperial rule and their own class position.
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Xu, Yan. "Enlisting Citizens in the Military Mobilization of the Nationalist State." In The Soldier Image and State-Building in Modern China, 1924-1945. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813176741.003.0003.

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Xu discusses how conscription laws, army textbooks, and the New Life Movement propaganda helped the Chinese Nationalist state construct the soldier figure in the 1930s. These supplementary materials aided in configuring the citizenship ideal the Nationalist Party envisioned of their soldiers at Whampoa. In addition, literacy education was pivotal to morality and virtue, and thus was implemented into programs for the soldiers in order to educate the young individuals who previously had not been or were poorly taught. Despite these attempts, much of society did not respect and attempt to emulate these soldiers because of their social status and the fact that they still had few rights.
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Conference papers on the topic "Education and state Education Textbooks Nationalism"

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Lepervanche Valencia, Jose G. "Integration of TED-Ed Lessons and TED and TEDx Talks to Enhance College Classroom Instruction." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8092.

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Florida State College at Jacksonville (FSCJ) obtained a TEDx license to offer educational events and additional learning resources to enhance college classroom instruction. TEDxFSCJ has organized annual conferences and salons with selected faculty, graduates, and students as speakers. This work presents how TEDxFSCJ Talks and other TEDx and TED Talks have been used to create innovative TED Ed Lessons as tools to expand learning beyond course content and textbooks. Innovative learning experiences include video discussions and roundtables, workshops for faculty to learn how to create TED Ed Less
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Luferov, A. N., and D. N. Luferov. "Innovation and technological learning in teaching of elective courses "The geography of medicinal plants" in the I.M. Sechenov First Moscow State Medical University." In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-128.

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The article shows that the traditional approaches to the teaching of elective "Geography of medicinal plants" (lectures, practical training, excursions) are actively complemented by elements of electronic education based on information and electronic technologies (distance learning, the use of electronic textbooks, plant photos ("Virtual herbarium"), video lectures, remote testing). Knowledge gained by students in the classroom "Geography of medicinal plants" during classroom sessions and on excursions, as well as independently as a result of distance interactive learning, will make a signific
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Reports on the topic "Education and state Education Textbooks Nationalism"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
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