Revealing a hidden curriculum in educational discourses: A study of the representation of Europe and Asia in Spanish and Japanese school textbooks

2018 ◽  
Vol 29 (6) ◽  
pp. 674-690 ◽  
Author(s):  
Naomi Shinabe
Keyword(s):  
Secondary Schools ◽  
Social Science ◽  
Civic Education ◽  
Hidden Curriculum ◽  
Rich Region ◽  
Negative Image ◽  
Science Textbooks ◽  
Underdeveloped Countries ◽  
Western Development ◽  
The World

This article addresses how Spanish and Japanese Social Science textbooks represent Europe and Asia discursively, and in what way the national viewpoint from each country is manifested in that representation. We analysed 15 textbooks used in secondary schools, and we focused on Geography and Civic Education subjects. Our analysis was developed mainly at semantic levels, and we examined the terms ‘Europe’ and ‘Asia’ answering four interrelated questions. We found that in both countries’ textbooks, Europe is in general described in a positive or even idealized way as a developed and rich region, whereas Asia has a reverse negative image. Underlying this opposition, we can observe a Western ethnocentric view which takes Western development as the implicit standard to rank all societies hierarchically and builds discursively the dichotomy between developed and underdeveloped countries. ‘Our’ country’s position in the world is also conditioned by this Western-centred perspective.

Knowledge Production and Domesticating Social Science Textbooks in Nigeria

2013 ◽  
Vol 43 (1) ◽  
pp. 55-67 ◽  
Author(s):  
Akinpelu Olanrewaju Olutayo ◽  
Olusegun Fariudeen Liadi ◽  
Godwin Etta Odok
Keyword(s):  
Social Science ◽  
Knowledge Production ◽  
Science Textbooks

scholarly journals Designed to deter: Barriers to facilities at secondary schools in Ghana

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Anthony K. Danso ◽  
Frances E. Owusu-Ansah ◽  
Divine Alorwu
Keyword(s):  
Built Environment ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Present Situation ◽  
International Standards ◽  
The World ◽  
Research Outcome ◽  
Building Standards ◽  
Urgent Action ◽  
Building Elements

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

scholarly journals Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School

2021 ◽  
Vol 3 (1) ◽  
pp. 112-119
Author(s):  
Enikő Gál
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Hidden Curriculum ◽  
Music History ◽  
Theoretical Background ◽  
School Education ◽  
Female Education ◽  
Teaching Aids ◽  
The World ◽  
Underrepresentation Of Women

Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.

scholarly journals Citizenship Education for Liberation in Nigeria

1970 ◽  
Vol 7 (1) ◽  
pp. 67-78
Author(s):  
JO Ogunbiyi ◽  
OS Oludeyi
Keyword(s):  
Higher Education ◽  
Civic Education ◽  
Citizenship Education ◽  
Democratic Governance ◽  
Civic Consciousness ◽  
Political Crises ◽  
Religious Intolerance ◽  
Economic Progress ◽  
The World ◽  
Low Levels

Across the globe, nations face a problem of low levels of civic consciousness and prevalence of harmful stereotypes like ethno-religious intolerance, prejudice and crises. In many parts of the world, these have degenerated into political crises, youth hooliganisms, prostitution, examinations malpractices, rape victimisation, terrorism and national insecurity. In the Nigerian context, these vices truncate the practical and transparent democratic governance while threatening the country’s federalism and cohesion. Since the purpose of any functional education is to enlighten and liberate the beneficiaries, ensuring that they live a sustainable life while contributing meaningfully to the upkeep of their immediate community, this paper takes a look at citizenship liberation using qualitative civic education. It examines, inter alia, the aims and objectives of qualitative citizenship education and how the principles of civic education can be instilled in the citizens for liberation and peaceful co-existence. The paper further discusses how the spirit of patriotism, unity, love and oneness can be installed in the minds of Nigerians and how they can serve as a lubricant to the wheel of socio-political and economic progress of the nation through adequate citizenship education.Keywords: Higher education for development; Sustainability; Lifelong learning.

scholarly journals Resource Allocation Modalities

2021 ◽  
Author(s):  
Mathias Kiryowa
Keyword(s):  
Resource Allocation ◽  
Secondary Schools ◽  
Educational Resources ◽  
The World ◽  
Strategic Allocation

Findings regard the strategic allocation of educational resources by stakeholder, for improvement of church-founded secondary schools in Uganda (and the world at large) for their effectiveness and quality.<br>

scholarly journals Norma dan Nilai dalam Ilmu Ekonomi Islam

2019 ◽  
Vol 11 (1) ◽  
pp. 105-123
Author(s):  
Nurul Fahmi
Keyword(s):  
Social Science ◽  
Economic Problems ◽  
Goods And Services ◽  
Norms And Values ◽  
The World ◽  
Science And Theology ◽  
Set Up

Islam has been set up with the norms and values in each discipline of knowledge. Including Islamic economics, Islamic economics as a social science and theology is not only derived from the Qur'an and as-Sunnah, but also stems from empirical phenomena and economic problems in the field. Epistemologically, Islamic economics is divided into two disciplines: First, normative Islamic economics, which is the study of Islamic sharia laws relating to property affairs and treasures. Second, positive Islamic economics, which is the study of Islamic concepts relating to property affairs and treasures, especially with regard to the production of goods and services. Norms and values created in Islamic economics aims to provide moral and ethical order in the economy itself, because it is basically the purpose of Islamic economics in the world is reaching the livelihoods and happiness in the Hereafter (hayatun thoyyibah and falah both in this world and in the hereafter)

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