What History Should Schools Teach in a Postcolonial Context?: Reimagining Secondary School History Curriculum for Democratic Practice in Zimbabwe

2020 ◽  
pp. 295-320
Author(s):  
Nathan Moyo
Keyword(s):  
Secondary School ◽  
History Curriculum ◽  
Democratic Practice ◽  
School History

scholarly journals Malaysian Secondary School History Curriculum and Its Contribution towards Racial Integration

2010 ◽  
Vol 7 ◽  
pp. 488-493 ◽  
Author(s):  
Abdul Razaq Ahmad ◽  
Ahamad Rahim ◽  
Ahmad Ali Seman ◽  
Mohd Johdi Salleh
Keyword(s):  
Secondary School ◽  
Racial Integration ◽  
History Curriculum ◽  
School History

A Study of the Secondary School History Curriculum in Chile from Colonial Times to the Present

2015 ◽  
Author(s):  
Carmen Gloria Zúñiga ◽  
Thomas O’Donoghue ◽  
Simon Clarke
Keyword(s):  
Secondary School ◽  
History Curriculum ◽  
School History

scholarly journals Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse

2010 ◽  
Vol 43 (74) ◽  
Author(s):  
James Martin ◽  
Karl Maton ◽  
Erika Matruglio
Keyword(s):  
Secondary School ◽  
School History

scholarly journals Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency

2017 ◽  
Vol 46 (1) ◽  
pp. 101-130
Author(s):  
Vladimir Stolojan
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Reform ◽  
Policy Making ◽  
History Curriculum ◽  
School History ◽  
Policy Making Process ◽  
The Subject ◽  
First Time ◽  
Taiwan Independence

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

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