A Critical Analysis of the Discourse Surrounding the 2013 Draft English History Curriculum and a Comparison with Current High School Practice

The use of mobile devices, especially, by teens has been looked at with much apprehension and suspicion with some saying that it can be used to acquire information which can be detrimental to their social and psychological growth. Some teachers complain that it affects teens' studies as these teenagers stay up late in the night browsing, chatting, watching movies and playing games which cause them to sleep in class or pay little attention because of tiredness. In Ghana students in public schools up to Senior High School are not allowed to use personal mobile phones, laptops and other mobile gadgets in school because of implications such as those enumerated above. On the other hand, some, including those in prominent positions in government, have called for a rethink of such a directive by the Ministry of Education. This chapter critically looks into previous literature on the use of mobile devices in the classroom and suggests ways in which it can be effectively used to advance academic work in the classroom.

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

Journal of Current Chinese Affairs ◽

10.1177/186810261704600105 ◽

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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Asia vs. Europe: Conceptual Framework of the High School World History Curriculum in South Korea

The Social Studies ◽

10.1080/00377990309600210 ◽

2003 ◽

Vol 94 (5) ◽

pp. 217-224 ◽

Cited By ~ 6

Author(s):

Sunjoo Kang

Keyword(s):

High School ◽

South Korea ◽

Conceptual Framework ◽

World History ◽

History Curriculum

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The problem and promise of story

Cultural and Pedagogical Inquiry ◽

10.18733/c3v30v ◽

2015 ◽

Vol 7 (1) ◽

Author(s):

Kathyrn Jones

Keyword(s):

High School ◽

High School Students ◽

Student Success ◽

Critical Analysis ◽

Ethnic Cleansing ◽

Human Suffering ◽

School Students ◽

The Media ◽

And Performance ◽

People Today

This paper reflects upon taking up stories with high school students that are full of graphic images of war, genocide and ethnic cleansing. Young people today are bombarded with images of human suffering via the media; when teachers take up traumatic stories, they add to an already overwhelming tide. Narrative and critical analysis are woven together to explore students’ responses to such stories in Canadian schools in which productivity and performance are often used as indicators of student success. Instead, opportunities and possibilities to teach pedagogies of peace and possibility are imagined.

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