Dissertations / Theses: 'History teaching'

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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.

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CASTRO, LUCAS BARROS DE. "TEACHING HISTORY IN HIGH BRIDGE FARM: HISTORY, CULTURE AND EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23928@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O trabalho entrelaça historiografia, espaços não formais, cultura e ensino de história. A pesquisa busca compreender as práticas educativas desenvolvidas no roteiro guiado da Pousada Fazenda Ponte Alta (PFPA) e suas relações com o ensino de história nas escolas cariocas. Está estruturado em três capítulos, além da introdução e considerações finas. Após a introdução, o capítulo II aborda as diversas reescritas historiográficas desenvolvidas pela Escola dos Annales e pela Nova História Cultural, assim como aprofunda no sentido e relevância da chamada educação não formal. Termina com reflexões direcionadas as propostas didáticas observadas hoje no ensino de história. O terceiro capítulo realiza uma descrição da PFPA: história, arquitetura, características centrais, os atuais serviços e, principalmente, analisa as atividades e dinâmicas educativas realizadas no local. O quarto e último capítulo está centrado na análise dos dados construídos através da pesquisa, cujas estratégias metodológicas foram revisão bibliográfica, análise documental, observações e entrevistas. Nas considerações finais destaca-se que o espaço tem consolidado seu roteiro histórico como importante ferramenta e prática educativa. Acreditamos que a PFPA possibilita avanços no ensino de história ao promover a ampliação das fontes de pesquisa, de experiências e dinâmicas pedagógicas e, assim, contribui para o enriquecimento do ensino de história nas escolas do Rio de Janeiro, particularmente no Ensino Fundamental.
The work weaves together non-formal spaces, historiography, culture and history teaching. The research tries to understand the educational practices developed in the screenplay of Pousada Fazenda Ponte Alta guided (PFPA) and their relationships with the teaching of history in schools in Rio. It is structured in three chapters, besides the introduction and considerations. After the introduction, chapter II discusses the various historiographical rewritten developed by the Annales school and New Cultural history, as well as deepens in meaning and relevance of the so-called non-formal education. It ends with reflections directed to didactic proposals observed today in history teaching. The third chapter is a description of the PFPA: its history, architecture, key features, the current services offered and, above all, educational activities and dynamic analyses carried out on site. The fourth and final chapter is focused on the analysis of data built through research, whose methodological strategies were bibliographical revision, document analysis, observation and interviews. In the final considerations it stands out that the space has consolidated its historic route as an important tool and educational practice. We believe that the PFPA provides updates in teaching history to promote the expansion of research sources, experiences and pedagogical dynamics and thus contributes to the enrichment of history teaching in schools of Rio de Janeiro, particularly in elementary school.

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PINTO, PRISCILLA DE SOUZA CRUZ FERREIRA. "ASSESSMENT COMPARED, HISTORY TEACHING OF MILLENIUM CITIZEN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29816@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Os alunos das escolas públicas da rede estadual de ensino do Rio de Janeiro realizam um número considerável de avaliações comparadas e diagnósticas ao longo de um ano letivo. O presente trabalho estabelece conexão entre essas e acordos internacionais dos quais o Brasil participa com o objetivo de ampliar o acesso à educação e também de promover um ensino de qualidade. A proposta de tais avaliações é gerar dados que alimentam os índices educacionais em todo o país, viabilizando políticas públicas, neste trabalho, porém são identificados outros desdobramentos tais como a geração de rankings de escolas que atingem posicionamentos de outros agentes que não o governo ou interferência nos conteúdos escolares, como no caso do ensino de história. O trabalho discute tais realidades para argumentar em favor de uma articulação entre a cidadania nacional e a cidadania global.
Students of public in the state school system of Rio de Janeiro held a considerable number of assessments and diagnostic compared over a school year. This work establishes a connection between these and the international agreements to which Brazil participates with expanding access to school and also to promote quality education. The proposal for such evaluations is to generate data that feed the educational levels throughout the country, enabling public policies in this work, but are identified other developments such as the generation of school rankings that reach placement agents other than the government or interference in school subjects, such as the teaching of history. The paper discusses these realities to argue in favor of a link between national citizenship and global citizenship.

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House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.

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This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."

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Golledge, Claire Irene. "What does it mean to teach history well? Exploring the practice architectures of exemplary history teaching." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21724.

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The work of teachers is under increasing scrutiny. Regimes of teacher professional registration and accreditation have had the effect of dramatically increasing the regulation around teachers’ classroom practices as they seek to codify and articulate the meaning of 'good' classroom teaching. Similarly, public and political discourse has been captivated by various discussions and concerns around the meaning and importance of ‘quality teaching’ in our schools. For secondary teachers of history, this scrutiny is coupled with an already acute public anxiety about the way their subject discipline is taught to school students. Partly in response to this anxiety, there has been a growing interest in researching and explaining the nature of good history teaching through describing the ways in which students engage in deep disciplinary learning in the history classroom. The development of various (but interrelated) frameworks of ‘historical thinking’ have sought to make explicit the concepts and questions that work to scaffold students’ growing understanding of history not merely as a knowledge set, but as a suite of skills and procedures that can encourage a particular way of thinking about the past (Lévesque, 2005, 2008; Seixas, 2006a; Seixas, Morton, Colyer, & Fornazzari, 2013). In a short period of time the ‘historical thinking’ movement in history education has become synonymous with good history teaching – to teach history well has been seen as engaging students in this deeper disciplinary thinking. But despite this increased interest around quality teaching and research around the nature of historical thinking, we know very little about the nature of history teaching as classroom practice. Research around historical thinking has been largely driven by the field of cognitive science and has been primarily concerned with student learning and assessment, without a similarly detailed focus on the nature of pedagogical practices that encourage deep engagement in history and historical ways of thinking. Similarly, the promotion of ‘models’ or ‘frameworks’ of historical thinking often present deep disciplinary engagement in history as a neat matrix of questions and related skills without due acknowledgement of the way in which different learning communities in different contexts may engage in the process of learning about history. This thesis provides insight into the nature of good history teaching as a social practice, exploring how it is constructed and encountered in the classroom by teachers and students. The research was conducted using a multiple case study methodology examining the classroom teaching practice of four history teachers, identified by their peers as exemplary practitioners. Findings were drawn from interviews with the teachers and multiple observations of their classroom teaching, as well as focus group interviews with their students. The research represents a rich portrayal of what good history teaching looks like in a practical, pedagogical sense and adds to our existing understanding of what it means to teach history well through research that is grounded in the reality of teachers’ everyday work. Using the theory of practice architectures as a framework for analysing and interpreting classroom interactions, as well as both teacher and student beliefs about history education, the research reveals the importance not only of teachers’ subject expertise in defining their success as history teachers, but also their knowledge of their students and the communities in which they work. Whilst the four teachers in the study all face varying constraints on their teaching by virtue of the sites within which they practice, the relational dimension of their practice emerges as particularly significant in determining the ways in which different teachers navigate these constraints in their pursuit of praxis. The research contributes new knowledge to the existing discourses around history teaching by highlighting the varied and complex ways in which historical thinking is enacted in different teaching contexts. Similarly, at a time when teachers are increasingly being asked to account for and describe their practice against generic criteria and descriptions of ‘quality’, this research represents a rich and contextualised understanding of what successful pedagogy looks like in different school communities.

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Magill, Clare Alexandra. "Teaching the conflict, teaching the transition : history education and historical memory in contemporary Spain." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=206599.

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Despite the enormous interest in recent years in the movement to recover the ‘historical memory' of the Spanish Civil War and the Franco dictatorship, the teaching of these contentious and bloody periods of Spanish history has received relatively little attention. This qualitative study, which explores the experiences and perspectives of secondary school teachers of history, aims to address this gap in the literature. To select the participants for this research, I adopted a stratified, multi-stage, purposive approach, sampling by region, city, school and teacher. The sample comprised 24 history teachers from 17 separate secondary schools in the cities of Madrid (Torrejón de Ardoz), Barcelona, Seville and Oviedo. Additionally, semi-structured interviews were conducted with five history education experts. All interview transcripts were imported into QSR NVivo 9, a computer-assisted qualitative data analysis package. The data was then analysed using Framework, a systematic, matrixbased approach to data management and analysis. The research findings build on Kitson and McCully's (2005) work by developing their ‘continuum of risk-taking', which relates to the teaching of controversial issues associated with history in Northern Ireland. An adapted model of risktaking is presented. It helps to explain the challenges and pressures teachers face in the Spanish context by identifying and exploring five distinct approaches to the teaching of the history of the Civil War and the Franco dictatorship: avoiding (‘natural' and ‘reluctant'), containing, risk-taking and activist. The research also highlights teachers' frustration with the dominant narrative presented in textbooks of Spain's ‘exemplary' transition to democracy. In so doing, it points to the danger of retrospective inevitability if the history of the transition is not presented in a nuanced fashion and if the alternatives are not explored. As such, the research constitutes an original contribution to the literature, opening up space for new conversations about the teaching of the history not only of conflict but also of the difficult and often controversial compromises that help to bring about cessations of violence. The study also considers the role of history education in the recovery of historical memory and, more broadly, in contributing to the wider reconciliation of Spanish society. Finally, the thesis highlights implications for curriculum and teacher education policy in Spain and beyond.

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Chavarria, Sara Patricia. "Anthropology and its role in teaching history: A model world history curriculum reform." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284264.

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This study addresses the importance of committing to redesigning how world history is taught at the high school level. Presented is a model for curriculum reform that introduces an approach to teaching revolving around a thematic structure. The purpose of this redesigned thematic curriculum was to introduce an alternative approach to teaching that proceeded from a "critical perspective"--that is, one in which students did not so much learn discrete bits of knowledge but rather an orientation toward learning and thinking about history and its application to their lives. The means by which this was done was by teaching world history from an anthropological perspective. A perspective that made archaeological data more relevant in learning about the past. The study presents how such a model was created through its pilot application in a high school world history classroom. It is through the experimental application of the curriculum ideas in the high school classroom that I was able to determine the effectiveness of this curriculum by following how easily it could be used and how well students responded to it. Therefore, followed in the study was the evolution of the curriculum model's development as it was used in the pilot classroom. Thus, I was able to determine the extent of its success as a tool for teaching critically and for teaching from an anthropological perspective.

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Rheeder, Willem Lodewikus. "History outside the classroom : the use of museums in the teaching of history." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/6584.

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In the modern technical age in which we live , knowledge of the past is often pushed into the background As a result of this history teaching often becomes an attempt to pump an assortment of arbitrary facts into the minds of scholars by means of 'chalk and talk' methods. Educationists all over the world see this tendency as the major reason for the declining popularity of history as a school subject . In other parts of the world, such as the United States of America and Britain, education departments and teachers have faced this challenge and it seems as if the status of history as a school subject has been retrieved . In the Republic of South Africa the new core syllabuses are geared towards moving away from the earlier restricted emphasis of facts, but there is very little guidance on how teachers are to implement this 'new' approach, which focus more on the "how" of history and on the teaching of historical skills In this thesis museum visits as one of the modes of outdoor education, is studied as a possible additional alternative method of teaching history in South African schools . A study is made of what museums are and of the possible educational values of museum visits. It soon becomes clear that the major beneficial aspect of museum visits could be the acquisition of historical skills such as comprehension, application , analysis , synthesis and evaluation In order to gain insight into the practical implementation of museum visits several groups were observed while visiting the museum, after which two pilot studies were undertaken in the Kaffrarian and South African Missionary Museums with Black standard ten pupils and senior student teachers . Attention is given to aspects of administrative , teacher and pupil preparation the implementation of the visit and the types of follow-up work which could be used. During and after the implementation of the two pilot studies certain characteristic problems were experienced these are : the compilation of worksheets and cultural differences . The most important of language difficulties : It also became clear that education officers at museums find it difficult to cope with the special educational needs of the different visiting groups . For this reason an approach is advocated where the teacher compiles his own worksheet suited to the needs of his specific pupils Guidelines are given as to how pre-planned worksheets could be adapted : how different question-types could be used to compile a worksheet in which skills ascend from the simple to the complex: and how worksheets could be compiled for mixed ability groups. It is hoped that this thesis will lead to renewed interest in the use of the museum in the teaching of history and will serve as guideline for teachers planning to take history "out of its coffin".

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Vrtis, Brian Robert. "Teaching Theatre History: Re-Directing an Existing Course." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1409.

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Farhanieh, Iman. "A Study in History Teaching Using Serious Games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12948.

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The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.

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Polydorou, Nikoletta. "Exploring approaches to teaching music history at university." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/exploring-approaches-to-teaching-music-history-at-university(0a7d95fa-5623-421d-a890-b2fd16bce397).html.

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Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.

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Romanov, Yu. "Glimpses of history of efl teaching in Turkey." Thesis, Іванченко І. С, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43841.

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Beurskens, Denise Ames Grabill Joseph L. "A model for teaching world history a holistic perspective /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924341.

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Thesis (D.A.)--Illinois State University, 1998.
Title from title page screen, viewed July 12, 2006. Dissertation Committee: Joseph Grabill (chair), Lawrence McBride, James Stanlaw. Includes bibliographical references (leaves 445-457) and abstract. Also available in print.

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Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.

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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.

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Pedersen, Josefine. "The Colonial Era in the Gambian Secondary School History Teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1991.

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The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?

The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?

In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.

The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.

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Macrae, Michael John. "Some aspects of concept acquisition in history." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001433.

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There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)

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Clark, Anna. "Teaching the nation : politics and pedagogy in Australian history /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.

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Pearson, Joanne Lesley. "Scheherazade in the Classroom : Stories. Women and History Teaching." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521817.

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Morgan, Christopher. "Instrumental music teaching and learning : a life history approach." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284626.

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Schneider, Ulrich Johannes. "Teaching the history of philosophy in 19th-century Germany." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-161196.

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What does it mean to do philosophy historically, and when does the legend of philosophy begin? When Hegel tried to give a logical explanation of philosophy's history, was he doing the same thing as Eduard Zeller in his account of Creek thought, or Kuno Fischer in his narrative of modern philosophy? l do not believe so, and I shall sugges t in the following that we should carefully differentiate between the different activities commonly referred to as the history of philosophy. I will point out the enormous productivity of the 19th century in terms of printed books devoted to the history of philosophy. I will also point to the context in which these were produced and used rather than examining individual works or authors. There is an entirely new context in the 19th century, which is the study of philosophy. A proper culture developed around the historical interest in philosophy, and it is this culture I want to sketch here.

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Schneider, Ulrich Johannes. "Teaching the history of philosophy in 19th-century Germany." Teaching new histories of philosophy / ed. by J. B. Schneewind. Princeton 2004, S. 275 - 295 ISBN 0-9763726-0-6, 2004. https://ul.qucosa.de/id/qucosa%3A12120.

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What does it mean to do philosophy historically, and when does the legend of philosophy begin? When Hegel tried to give a logical explanation of philosophy''s history, was he doing the same thing as Eduard Zeller in his account of Creek thought, or Kuno Fischer in his narrative of modern philosophy? l do not believe so, and I shall sugges t in the following that we should carefully differentiate between the different activities commonly referred to as the history of philosophy. I will point out the enormous productivity of the 19th century in terms of printed books devoted to the history of philosophy. I will also point to the context in which these were produced and used rather than examining individual works or authors. There is an entirely new context in the 19th century, which is the study of philosophy. A proper culture developed around the historical interest in philosophy, and it is this culture I want to sketch here.

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Schrempel, Martha Kratz. "Teaching Expressivity at the Piano: History, Signs, and Strategies." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/86718.

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Music Performance
D.M.A.
This monograph explores the development and variety of signs for musical expression and discusses strategies for identifying and teaching them, enabling students to communicate musical expressivity. Chapter 1 provides a background for this study, including a brief survey of how writers from ancient times to the present conceived of expression, along with findings from recent psychological research into the connection between emotion and music. Chapter 2 delves into the signs themselves and proposes how students can learn to recognize them at different levels of study. An overview of musical topics and structural features that contribute to musical expression leads to an analysis of the expressive states in the first movement exposition of Mozart's Sonata in C minor, K. 457. Chapter 3 discusses particular strategies for connecting the discovered signs with performance at the piano. To help their students communicate expressively, teachers first need to guide students to a recognition of musical signs, then help them to highlight expressive features through deviations in tempo, dynamics, and articulation. Instructors can use a variety of strategies ranging from metaphors and specific language through aural and physical modeling. Additional work with Hevner's mood wheel, supplemented by student projects in the visual arts, writing, movement, and drama, can create a connection between students and musical expression.
Temple University--Theses

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Russell, Lucy Elizabeth. "Teaching the Holocaust in history : policy and classroom perspectives." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413712.

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Woolley, Mary Catherine. "Experiences of teaching history 1985-2011 : the teachers' voice." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040164/.

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An oral history approach was used to explore history teachers’ perceptions, experiences and enactments of curriculum and policy between the years 1985 and 2011. The history curriculum has long been a site of contention. However, research has tended to concentrate on policy creation, policy documentation and textbook content. More recently, some studies have considered the voice of the history teacher. This research set out explicitly to understand teachers’ experiences in the history classroom throughout a period of rapid curriculum and policy change. Interviews were conducted with thirteen history teachers, who had taught across this timeframe. The focus in using oral history was on teachers as witnesses, interpreters and enactors of curriculum and policy changes. Findings are set out in a chronological and occasionally thematic form, supported where relevant by secondary material. The relative autonomy of history teachers in the 1980s is explored, finding a diversity of practice and a significant amount of ‘dual practice,’ with teachers employing both traditional and progressive methods. The impact of the introduction of the National Curriculum in 1991 on teachers’ experience is considered before detailing the prescriptive policies that dominated the first decade after 2000. This is followed by a consideration of other agents of change acting on history teachers across the period. This study concludes that there were dramatic changes in history teaching across this period, in terms of teachers’ epistemological position, professional status and pedagogic practice. All of the teachers interviewed perceived and experienced a loss of autonomy over this period. Exam boards were particularly powerful agents in effecting change in the history classroom. There was also a noticeable shift in the discourse teachers used to describe their practice, from an ‘authentic’ focus on substantive content at the beginning of their careers to a more ‘technical’ focus on assessment details after 2000. A small group of teachers appeared able to resist this pressure, maintaining a subject-specific, disciplinary approach. This study demonstrates the value of listening to the voices of experienced teachers and placing oral evidence against secondary literature to provide a richer and more meaningful account of this significant period of change. Additionally, it provides lessons for teacher educators and policy-makers concerning the need for subject-specific support networks for history teachers at every stage of their career.

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DiAgostino, Grace Ann. "The Cemetery Project: A Model for Teaching Historical Understanding and Public History in an Age of Teaching to the Test." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/381056.

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History
M.A.
This study explores the history of the Cemetery Project, a research-based initiative facilitated by Julia Reynolds Masterman Preparatory and Demonstration School (Masterman) teachers since 1990 at The Woodlands, both in Philadelphia, Pennsylvania. As understood here, the Cemetery Project has the potential to change the ways in which public history institutions like archives, libraries, and historical institutions engage with classrooms. Situated within the context and history of social science education reform and policy, the Cemetery Project shows the pertinence of primary sources use with the goal of teaching historical thinking in high school history educational contexts.
Temple University--Theses

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Musawi, Sayed Habibullah. "TEACHERS AND STUDENTS’ VIEWS ON LEARNING AND TEACHING HISTORY : Teaching and Learning History in Grade 12th of Upper Secondary Schools in Ghazni Province, Afghanistan." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37168.

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In this article, I tried to study the different factors that cause interest among students in history subject in Afghan schools, especially in 12th grade. For this reason, it seems the current methods of teaching and learning history is important to investigate. on one hand, there are different changes in the content of history subject during the different periods that cause the changes in the teachers’ views on historical thinking and transferring the aim and content of history to students. On the other hand, existing history content is controversial. Besides, the quality of learning and teaching history is sometimes in such a way that less students get interested in studying this subject. In Afghanistan, the formation of writing history content is based on inclusion of a lot of information in limited pages. Likewise, there is much research in other countries about history teaching, which show a similar situation to Afghanistan. In addition, lower qualification of history teachers is problematic, as the teachers have difficulties in developing the students’ critical thinking. The content of history book of 12th grade, which is mostly about contemporary history of Afghanistan and important events of 20th century of the world, is full of conflict and difficulties that caused schools stand at the center of conflict. Therefore, we can still see the effects of contemporary difficulties on students toward nation building, while secondary school is base for improvement of civic life. Therefore, I would like to find the views of teachers and students about 12th grade history teaching to understand what the aim of teaching history is according to teachers and students, what the teachers’ views about pedagogical content knowledge for teaching history are, and how teachers teach history in Afghan schools. For this reason, 60 schoolteachers who teach history of 12th grade and 100 students of 12th grade compose the sample of this study in 60 different schools of Ghazni province, which were selected randomly including urban and rural areas. Through distributing separate questionnaire to teachers and students, I found that there are no big differences in the views of urban and rural teachers and students about teaching and learning history. To some degree, the students’ views differ from those of teachers, especially their views on teaching strategy that is visible in the tables and charts that are analyzed and discussed.
TEMP

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Bryan, William Jennings. "Toward pastoral teaching of church history in the local church." Theological Research Exchange Network (TREN), 1986. http://www.tren.com/search.cfm?p100-0078.

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Vail, Tracy Jonathan. "Teaching a survey of Old Testament history to small groups." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p068-0582.

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Ho, Chi-ming Ronald. "Epistemological beliefs and constructivist teaching for secondary students learning history." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37321444.

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Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.

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Athanasopoulos, Evangelos. "The value of teaching history with technology -- a professor's evolution." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32738.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the added value technology in the form of computer-based resources brought to the teaching of history of an experienced, tenured university history professor. This added value was measured by following the evolution of this history professor's adoption of computer-based resources in teaching. During his evolution the use of technology enhanced Dr. K. 's ability to deliver, explain and deepen the meaning of complicated historical lessons. From summer 2000 to summer 2003 the researcher helped design, develop and create computer-based resources for two history classes at a large northeastern U.S. urban university taught by this fulltime history professor. The researcher also oversaw the implementation, which involved the layering of those multimedia resources. In 2001, some of the computer-based resources developed for these classes were also partially implemented at a nearby urban high school. Overall the lectures were all put into Microsoft Power Point slides. They included audio clips (WAV) and video clips (AVI, WMV). Some slides also included animations that were created in Macromedia Flash. Other animations were created within Microsoft Power Point to help understanding of elaborate dynamic processes.
2031-01-01

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Geschier, Sofie M. M. A. "The empathy imperative : primary narratives in South African history teaching." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8175.

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Includes abstract.
Includes bibliographical references (p. 229-240).
National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this â€˜never againâ€™ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as the District Six Museum and the Cape Town Holocaust Centre acknowledge and involve primary witnesses in the education of the younger generations. On the other hand, South African history teachers are expected to know how to bring about change, while their multiple positionings, being both teachers and primary witnesses to the Apartheid regime, are neglected. The thesis sets out to address this paradox through a case study of means by which Grade Nine history teachers and museum facilitators use and construct primary narratives about the Holocaust and Apartheid Forced Removals in classroom and museum interactions with learners. A dialogue with the interrelated fields of oral history, trauma research and memory and narrative studies, as well as positioning theory and pedagogical theories on history education and the mediation of knowledge forms the theoretical basis for the study.

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Walker, April M. "Exemplary Teaching and Disciplinary Literacy in History and Social Studies." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703342/.

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Disciplinary literacy is an approach to literacy in the content areas that helps students develop thinking and literacy skills that mimic experts in the field. The goal of this study was to explore the instructional practices of history teachers who have been nominated as exemplary and the role of disciplinary literacy in their instructional practices. Exemplary teachers were defined as those with strong content knowledge, experience teaching, and recognition for their teaching. This study used a qualitative multiple-case study research design. Data collection included interviews and classroom observations with nine participants across four school districts. Thematic data analysis was used as the method of analyzing data. In the cross-case synthesis portion of analysis, one of the strongest beliefs expressed by the participants was that teachers need to work to make history relevant for students. The observed teaching practices of exemplary teachers showed that exemplary teachers create strong classroom communities that focus on inquiry, discussion, and student-led learning opportunities. The findings from this study suggest that teachers need to have strong content knowledge (an in-depth knowledge of historical events) and discipline knowledge (understanding of how historians read, write, think, and discuss in their field) in order to build the pedagogical content knowledge (understanding of how to facilitate student growth in both content knowledge and discipline knowledge) needed to be able to facilitate a student-led classroom that engages in inquiry and disciplinary literacy skills.

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Gao, Yan. "SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/274.

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Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.

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McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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EIRite, Kimberly Ann, Laura Ann Stanley, Randi Dawn Seligson, and Deborah Ann Trautner. "An integrated approach to teaching history in the middle schools." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1196.

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Tan, Kang John, and 陳岡. "History of the history curriculum under colonialism anddecolonisation: a comparison of Hong Kong andMacau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956749.

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Yeandle, Peter David. "Lessons in history : citizenship and national identity in the teaching of history in England c1880-1914." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497215.

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The empirical focus of this thesis is the history of history teaching between 1880 and 1914. In particular, it constitutes a study of the intentions which underpinned wrical education. Much of the scholarly research on history teaching's past uses on the history lesson as a site for the downwards filtration of imperia, ideologies into the nation's consciousness, the source material for which has mainly been the subject-specific history textbook. The textbook, however, does not properly reflect the genre of text which the majority of children would have read in their lessons in history. This thesis shifts the focus and thus offers a contribution to knowledge by examining sources which, although largely absent in previous studies, play a significant role in helping us better understand the perceived values of historical education. This thesis, therefore, connects the recommended practice of the historical reading lesson and contemporary educational theory. It is the first substantial study to do so.

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McCrum, Elizabeth M. "Teaching history in postmodern times : history teachers' thinking about the nature and purposes of their subject." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6266/.

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This thesis investigates how secondary school history teachers at the start of their teaching careers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through in depth individual qualitative interviews with eleven teachers completing their initial training. These focused on: how these beginning teachers conceived of the nature of their discipline; the rationale they presented for the purposes of their subject in the school curriculum; the origins of their views on the nature and purposes of history; and how they are manifest in what and how they teach. In order to maintain coherence and to represent the richness and complexity of each teacher's own story these were written, analysed and presented as narrative accounts. A summary is given of each the accounts with three presented in full. The accounts show these beginning history teachers' views on the nature of history as reflecting the dominant discourse that characterises history as an academic subject, being largely Constructionist and emphasising the objective analysis of historical evidence. The teachers' rationales for the purpose of history emphasised broader educational, social and moral purposes. More postmodern perspectives are apparent in the emphasis given to the importance of historical interpretations. Family background, lived experiences, literature and the media are significant influences on the teachers' beliefs about the nature and purposes of history. These beliefs seem to impact on classroom practice and pupil learning in the subject. They influence teaching style, choice of learning activities and the areas of historical understanding emphasised, with, for example, views of the past as an uncontested body of knowledge leading to a pedagogy dominated by the transmission of substantive knowledge; and views which emphasise the more constructed nature of history leading to more pupil centred skills based approaches. Teachers' views on the nature and purpose of the subject are a significant influence on their mediation of the National Curriculum. The National Curriculum for History has increasingly provided opportunities for interpretations more sympathetic to the postmodern orientation but research and inspection evidence suggest that these opportunities are often poorly realised in schools. One reason for this is proposed as history teachers' lack of engagement with postmodern perspectives on history. It is important for teachers to engage with such approaches as without further consideration of their implications history teachers are unable to teach aspects of secondary History. Teachers also need to recognise and make explicit different orientations towards history in order to facilitate pupil learning, to engage pupils and to provide them with the skills necessary to be critical consumers of the range of histories presented to them in society. The research has implications for history teaching, pupil learning and the initial training and professional development of teachers. The case is made for further consideration being given to postmodern perspectives on the nature of history in initial and continuing teacher education in order to improve teaching and learning. The initial teacher education of history teachers needs to ensure that those on programmes have the syntactical knowledge necessary to develop effective teaching strategies and approaches, to enable pupil learning, and to develop their own subject knowledge and ability to reflect on their own practice and development. This research also emphasises the need for all those involved in training to critically engage with subject orientations as where beginning teachers' beliefs conflict with the dominant discourse of history teaching this can lead to problematic experiences of teaching and of teacher training.

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Kaplan, Richard E. "Teaching adolescents about war." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.

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Hersh, Charlie. "Sourcing Freedom: Teaching About the History of Religious Freedom in Public Schools." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491285.

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History
M.A.
This thesis explores best practices in teaching religious history in public schools using primary sources. Lesson plans on specific sites and themes within the history of religious freedom in Philadelphia contextualize and celebrate the religious diversity that the city has known since its inception. By understanding how this diversity developed over time and through obstacles, students will be more willing and motivated to do their individual part to maintain and protect religious liberty. This goal is emphasized through the use of primary sources, which bring gravity, accessibility, and engagement to a topic that might otherwise be considered controversial, distant, or unnecessary.
Temple University--Theses

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Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.

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44

Chang, Sheng-Po Grabill Joseph L. "Teaching American history in Taiwan from an environmental point of view." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914565.

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Thesis (D.A.)--Illinois State University, 1998.
Title from title page screen, viewed July 10, 2006. Dissertation Committee: Joseph L. Grabill (chair), Frederick D. Drake, Lawrence W. McBride. Includes bibliographical references (leaves 177-185) and abstract. Also available in print.

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ARAUJO, CINTHIA MONTEIRO DE. "EMANCIPATORY EDUCATION EFFORTS: INTERCONNECTIONS BETWEEN HISTORY TEACHING AND HUMAN RIGTHS EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9211@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Nas últimas décadas do século XX os Direitos Humanos se afirmaram como um tema global. Esse contexto tem favorecido a construção de alguns consensos, dentre eles a consolidação da Democracia como um dos princípios imprescindíveis para a plena realização dos Direitos Humanos. Neste âmbito a educação em Direitos Humanos aparece como uma proposta defendida pelos organismos multilaterais a partir da identificação da necessidade de realização de ações educativas sistemáticas na direção da promoção dos próprios direitos. A pesquisa apresentada pretende reafirmar as relações entre Direitos Humanos, Educação e Democracia através da busca das possíveis alianças entre a educação em Direitos Humanos e o ensino de História, defendendo este como lugar privilegiado para a realização de uma prática emancipatória. Para isso foram entrevistados quinze professores de História da rede municipal de ensino do Rio de Janeiro que atuam em turmas de 5ª à 8ª séries do ensino fundamental. As entrevistas tinham por objetivo identificar e analisar suas concepções sobre a educação e o ensino de história e as relações estabelecidas com a educação em Direitos Humanos. Os resultados apontam para a existência de um amplo espaço de potencialidades, mas a efetiva realização dessas alianças exige um movimento de aproximação e diálogo entre o campo da educação e os Direitos Humanos.
Human Rights became a relevant global issue during the last decades of XX century. In this context it is possible to identify the construction of few consensus such as the statement that democracy´s consolidation is as a priority for the full accomplishment of the Human Rights. In the same way, human rights education efforts became a proposal shared by multilateral organizations involved in the struggle to promote human rights. This investigation intends to emphasize the existing relations between Human Rights, Education and Democracy, focusing on the interconnections between human rights education and history teaching practices. In order to gather information about those relations we interviewed fifteen teachers of basic education (5th to 8th grade) public schools in Rio de Janeiro. The interviews were conducted with the purpose to clarify the conceptions of history teaching and its possible links with human rights education. The results of this present study suggests the existence of a wide space of potentialities, but the effective accomplishment of those alliances demands an approach movement and dialogue between the field of the education and the Human Rights.

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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.

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O'Brien, Eileen Marie. "Women in history: A vanishing act." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.

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48

Lee, Siu Lun. "History and current trends of teaching Cantonese as a foreign language : investigating approaches to teaching and learning Cantonese." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/8614.

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This thesis uses documentary analysis and historical research methodology to trace the history and development of Teaching Cantonese as a Foreign Language (TCFL), and examine the textbooks developed and teaching approaches used. It also uses empirical research tools, such as questionnaire surveys, interviews and diary studies, to elicit current learners' needs, and then it attempts to examine whether the textbooks and approaches used can satisfy learners' needs. Historical data shows that TCFL started in the 17th century by European missionaries and traders and was developed further in Hong Kong by missionaries and government officials. Learning materials and textbooks developed from early phrasebooks/dictionaries to textbooks with different teaching approaches, such as grammatical approach, grammar-translation approach, repetition and drilling approaches and functional-situational approaches. The historical data also shows that the background and needs of the learners have been changing over time and recent learners' backgrounds and needs have become more complex. Nowadays learners of CFL come from different parts of the world and from different professional fields. Their needs, reasons for learning, learning habits and difficulties have become heterogeneous. In order to cope with learners with different cultural backgrounds, the recent trend is to develop syllabuses and teaching materials based on language situations with cultural emphasis. The thesis shows that the teaching materials available and approaches used cannot completely cope with learners' needs nowadays. This thesis suggests using an eclectic teaching approach, which combines pronunciation training, drilling exercise, communicative activities and interactive tasks to teach Cantonese nowadays. Teachers and textbooks developers also need to incorporate cultural elements into language situations both inside the teaching materials and the language classrooms. The thesis provides valuable analysis and information for Cantonese teachers, material developers, curriculum designers, decision makers in the teaching institutions to design suitable curricula and teaching materials for the learners.

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Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa." Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.

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The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.

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Smith, Jaclyn A. "D.W. Griffith’s Biograph Shorts: Teaching History with Early Silent Films, 1908-1922." University of Toledo / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1197411493.

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Dissertations / Theses on the topic 'History teaching'

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