scholarly journals Enacting the contested past: conflict narratives in educational spaces

2017 ◽  
Vol 72 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Sunčana Laketa ◽  
Dilyara Suleymanova
Keyword(s):  
School Settings ◽  
Ethnographic Fieldwork ◽  
Contentious Issue ◽  
History Curriculum ◽  
Educational Spaces ◽  
Emotional Geographies ◽  
The Republic ◽  
Conflict Narratives ◽  
Field Of Inquiry ◽  
School Curricula

Abstract. The article analyzes unfoldings and enactments of narratives on a politically divisive past in educational spaces of two multi-ethnic settings – the Republic of Tatarstan and Bosnia and Herzegovina. We explore how the contested past is represented within official school curricula and how it unfolds in concrete school settings. In each case we have a historic event that is a politically divisive and contentious issue. Though one of these historical events lies far back in history (1552) and the other is more recent (1992–1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question: in what ways does a past that is muted within a history curriculum continue to speak and structure the relationships of the school present? In order to answer this question, we situate our work within the literature on ethnographies of education, as well as the relatively new but burgeoning field of inquiry on emotional geographies and anthropologies of education. Drawing on ethnographic fieldwork in these two settings, we argue that the narratives on the violent past form and divide national communities not only through divergent views and interpretations of the historic event by the groups involved but also through strong emotional attachments to these narratives. We conclude by calling for a sustained engagement with emotions in educational settings as sites of embodiment that work to negotiate and actively rework top-down educational narratives, especially when considering the processes of identity-building through school spaces.

scholarly journals MEDIA LITERACY IN EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 2 ◽  
pp. 613-623
Author(s):  
Katarina Vanek
Keyword(s):  
Media Literacy ◽  
Extracurricular Activities ◽  
Primary Schools ◽  
Educational Practice ◽  
School Year ◽  
Starting Point ◽  
8Th Grade ◽  
The Media ◽  
The Republic ◽  
School Curricula

This research has been set in view of the increasing exposure of children and youth to the media and the challenges of the modern education system. The aim was to establish the existence and representation of extracurricular activities in school curricula aimed at media literacy of students in primary schools in the area of Virovitica-Podravina and Požega-Slavonia Counties in the Republic of Croatia. The data were collected by studying the documentation - analysis of 25 school curricula for the 2020/2021 school year, which are available on websites of the schools. The results are described by the descriptive method and point to the existence of extracurricular activities aimed at media literacy of students, but not in all schools. Such extracurricular activities are more represented in higher grades of primary school (5th -8th grade) and are mostly oriented toward journalism, while in lower grades (1st - 4th grade) the most frequent activities are related to Computer Science or a specific aim set within media literacy education. Finally, this research can be a starting point for other research projects for determining the causal links that led to such results and an incentive to improve educational practice in Croatian schools.

scholarly journals Between 'Devil' and Detournement: Embodied Acts as Methods of Critical Inquiry in Educational Spaces.

2002 ◽  
Vol 1 (4) ◽  
Author(s):  
Robert Wilson Sweeny
Keyword(s):  
Michel Foucault ◽  
Critical Inquiry ◽  
Surveillance Camera ◽  
School Settings ◽  
Educational Spaces ◽  
The Relationship

This paper explores the relationship between surveillance technologies and power as exercised in educational spaces. The theories based in the panoptic gaze as theorized by Michel Foucault provide educators with the opportunity to analyze positions of power in school settings. The critical actions of the Surveillance Camera Players represent examples of active embodiment that might inform a form of pedagogy that investigates panopticism within educational spaces.

scholarly journals Analysis of the initial level of understanding the concept “Christian motive” by primary schoolchildren in Ukraine and the Republic of Poland

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 83-89
Author(s):  
Mariana Ivaniuk
Keyword(s):  
Secondary Schools ◽  
World Literature ◽  
Initial Level ◽  
Moral Values ◽  
Single Individual ◽  
Research Perspectives ◽  
Primary Schoolchildren ◽  
The Republic ◽  
Level Of Understanding ◽  
School Curricula

Changes in our society are caused by modern globalization processes carrying a number of objective and subjective threats that destroy the worldview methodologies of understanding the world by modern youth, as well as affecting the spiritual development of an individual. In fact, all this forces to reconsider the ideological orientations and appeal to spiritual and moral values, which is reflected in school curricula of not only Ukrainian but also World Literature. Introducing works based on Christian motive to school curricula require that the national methodology should find new approaches to the study and analysis of artistic texts. Texts in World Literature, which in Ukrainian schools are mostly studied in translated forms, as well as those in Ukrainian literature, provide the development of aesthetic tastes and preferences of readers, form the culture of interpersonal relationships, promote the cultivation of humanity and tolerance, compassion and mercy all of which constitute main timeless values both for a single individual and people as a whole. This has motivated the need for research and development of educational material in order to facilitate understanding the integrity of a literary text containing Christian images, motives, and a system of universal values. The article presents the method of a diagnostic experiment for determining the initial level of understanding the concept “Christian motive” by primary schoolchildren in Ukraine and Poland. The criteria and indicators of the investigated issue have been defined. The research methods used are: surveying teachers and students, ascertaining tests, recitation, conversation, observation and analysis of World Literature lessons in 5th -7th forms of I-III grade secondary schools in Ivano-Frankivsk, Lviv regions and Literature lessons in 1st - 3rd forms of secondary schools in Masovian and Subcarpathian Voivodeships in the Republic of Poland. The practical significance of the findings is to develop methodological approaches to the study of Christian motives at the lessons of World Literature and their understanding by students. We see further research perspectives in the development of an experimental model for understanding the concept “Christian motive” by students of 5th-7th forms in Ukrainian secondary schools, using Polish Literature teachers’ experience as an auxiliary factor: formation of students’ moral values through the use of artistic texts in general and Christian motives/images in particular.

Militarization of childhood(s) in Donbas: ‘Growing together with the Republic’

2021 ◽  
pp. 001083672110369
Author(s):  
Iuliia Hoban
Keyword(s):  
Critical Analysis ◽  
Historical Narratives ◽  
Profound Impact ◽  
Local Populations ◽  
Everyday Lives ◽  
Everyday Practices ◽  
The Republic ◽  
A Site ◽  
School Curricula

This essay critically examines how the militarization of childhood(s) takes place in the Luhansk and Donetsk People’s Republics. The intensification of hostilities in Eastern Ukraine in mid-2014 has had a profound impact on local populations, particularly children. While no systematic recruitment and participation of children in conflict has been reported, childhood has become what Agathangelou and Killian would characterize as a ‘site for displacement and maneuvering for militarization.’ Drawing on feminist methodologies, I examine processes of the militarization of children’s everyday lives. This article investigates a range of ways in which authorities of proto-states in the Donbas region address children as participants and potential collaborators in the processes of militarization. In my analysis, I examine how war and preparation for it are simultaneously co-constituted by the geopolitical—legitimation of new proto-states—and everyday practices, such as engaging with school curricula, visiting museums, and (re)inventing historical narratives. Understanding of mechanisms that militarize childhood and how children become subjects and objects of militarization allows for a critical analysis that reveals spaces of everyday violence. This article, therefore, enhances our understanding about the intersections of childhood, militarism, and security.

'I Am Muslim but I Am the European One'

2013 ◽  
Vol 22 (2) ◽  
pp. 35-52 ◽  
Author(s):  
Anna Zadrozna
Keyword(s):  
Western Europe ◽  
Muslim Identity ◽  
Social Actors ◽  
Republic Of Macedonia ◽  
Ethnographic Fieldwork ◽  
Everyday Practices ◽  
The Everyday ◽  
Local Tradition ◽  
Symbolic Meanings ◽  
The Republic

Muslims have been present in the Republic of Macedonia for more than five hundred years, yet they remain constantly under discussion. Contemporary Muslims negotiate various ethnic or national identifications and differently evaluate their past. Moreover, while many Macedonian Muslims migrate to Western Europe and thus engage in transnational practices, many of them are trying to place themselves between what they conceive of as 'modern-European' and 'religious-traditional'. In this essay I present some of the everyday practices and narratives in which Muslims from the western part of the Republic of Macedonia discuss their religious identities. Based on my ethnographic fieldwork, I describe vernacular perspectives on 'Muslim identity' in relation to nationality, ethnicity, gender and local tradition, and I analyse the ways in which different modes of identifications are being performed and presented. By illustrating various contexts in which Muslim belonging is being emphasised and labelled by social actors, I envisage its symbolic meanings in perspective of local and global hegemonies.

scholarly journals Sergiu Musteață, Twentieth century leaders in the Republic of Moldova history textbooks

2016 ◽  
Vol 4 (1) ◽  
pp. 30-52
Keyword(s):  
Twentieth Century ◽  
Research Question ◽  
History Textbooks ◽  
Policy Makers ◽  
Main Research ◽  
Republic Of Moldova ◽  
History Curriculum ◽  
The Republic ◽  
The Cold War ◽  
Quantitative And Qualitative Methods

The main research question of this paper is How the twentieth century leaders are treated in the History textbooks published within the last decade in the Republic of Moldova? The textbooks are a reflection of the History curriculum. Therefore, the analysis starts with the discussion of this document and its content concerning leaders and heroes. The main research sources are the History textbooks published in Moldova during the last decade that debate the events of the twentieth century. The paper analyses how the national, European and world leaders are treated in Moldovan textbooks, and how the discourse and the paradigm get changed depending on political regimes. Based on quantitative and qualitative methods, some conclusions have been made about various leaders, such as Lenin, Stalin, Hitler, Mussolini, Antonescu or leaders from the Cold War era. At the end, the leaders of independent Moldova are briefly presented too. As a result of this analysis we could see how the leaders are presented in the Moldovan textbooks and could conclude that the policy makers, textbook authors and publishers have to pay more attention to this topic.

scholarly journals Recontextualising principles for the selection, sequencing and progression of history knowledge in four school curricula

2016 ◽  
Author(s):  
Carol Bertram
Keyword(s):  
South Africa ◽  
British Columbia ◽  
Procedural Knowledge ◽  
School Curriculum ◽  
History Curriculum ◽  
School History ◽  
Disciplinary History ◽  
Secondary School Curriculum ◽  
History Approach ◽  
School Curricula

The purpose of this paper is to analyse and compare four high school history curriculum documents with regard to how they select, sequence and make clear the progression of history knowledge. Thereafter the aim is to establish if there are any recontextualising principles that can be drawn from the comparison. The paper analyses secondary school curriculum documents from South Africa, Canada (British Columbia), Singapore and Kenya. A review of the history education literature indicates that the following concepts are productive when analysing history curriculum documents: the purpose of school history, the knowledge structure of the discipline and the distinction between substantive and procedural knowledge (or first and second order concepts) in history. These concepts thus informed a content analysis of the curriculum documents. The findings show that a memory history approach informs the Kenyan curriculum, while South Africa, Singapore and British Columbia take a disciplinary history approach. This informs the depth and breadth of the substantive knowledge that is selected, and highlights the first recontextualising principle, which is space. Curriculum designers make selections about the extent to which the history content is local, regional, national or international. The second principle is chronology, which is the key organising principle for the sequencing of content in all four curricula. The third principle relates to the conceptual progression of the substantive concepts, which is the extent to which there is progression from generic concepts, to unique, contextualised historical concepts to universal decontextualised historical concepts. The fourth principle is the extent to which the curricula choose to develop procedural knowledge in the discipline. It is not clear how disciplinary procedural knowledge finds progression in these four curricula. Research has been done on progression in historical thinking in classrooms, but this is not reflected in these curriculum documents, which do not map progression in procedural knowledge clearly.

History Teaching in the Republic of Korea: Curriculum and Practice

2013 ◽  
Vol 11 (2) ◽  
pp. 192-201
Author(s):  
Sun Joo Kang
Keyword(s):  
Teaching And Learning ◽  
Research Trends ◽  
Republic Of Korea ◽  
History Teaching ◽  
Cultural Conflicts ◽  
Education Professionals ◽  
The Past ◽  
History Curriculum ◽  
The Republic ◽  
Lay Public

In the Republic of Korea, many history education professionals have focused on what is meant by, and how to develop, students' understanding of the discipline of history while the lay public has been focused on what students should know about the past by the end of their school courses. This article discusses issues around history curriculum and teaching and learning practice in the Republic of Korea. It introduces some Korean research trends in history thinking and students' understanding of history. It also presents issues of historio-graphical disputes among Korea, China and Japan and cultural conflicts between Korean neo-conservative and neo-progressive around national history curriculum.

Time and Latitude in South Africa

1972 ◽  
Vol 1 ◽  
pp. 27-38
Author(s):  
J. Hers
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Astronomical Observations ◽  
Royal Observatory ◽  
The Republic ◽  
Astronomical Determination ◽  
Limited Accuracy ◽  
Better Than

In South Africa the modern outlook towards time may be said to have started in 1948. Both the two major observatories, The Royal Observatory in Cape Town and the Union Observatory (now known as the Republic Observatory) in Johannesburg had, of course, been involved in the astronomical determination of time almost from their inception, and the Johannesburg Observatory has been responsible for the official time of South Africa since 1908. However the pendulum clocks then in use could not be relied on to provide an accuracy better than about 1/10 second, which was of the same order as that of the astronomical observations. It is doubtful if much use was made of even this limited accuracy outside the two observatories, and although there may – occasionally have been a demand for more accurate time, it was certainly not voiced.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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