scholarly journals Representation of National Heroes in English Language Textbooks Taught at Government Higher Secondary Schools of Sindh, Pakistan

2018 ◽  
Vol 4 (2) ◽  
pp. 25
Author(s):  
Abdul Razaque Lanjwan Jat ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah
Keyword(s):  
National Identity ◽  
Social Studies ◽  
Secondary Schools ◽  
Analytical Model ◽  
Qualitative Method ◽  
English Language ◽  
Constructive Model ◽  
Islamic Studies ◽  
The Social ◽  
Language Textbooks

Textbooks are not only to read but also inculcate values, virtues and norms of society given in the curriculum. Basically, the curriculum of Pakistani curriculum is broadly based on celebration of history that is taught in different subjects such as, Islamic studies, social studies, languages and Pakistan studies. These all textbooks have been used as a tool to propagate and promote national identity while representing stories of national heroes. These heroes carry certain hidden and intended ideologies. The aim of this research is to explore the textual and visual representation of national heroes of Pakistan who are portrayed in English language textbooks prescribed by Sindh Textbook Board taught in public higher secondary schools. Furthermore, this paper discusses the different elements such as; language, theme, writer’s objectivity, use of visuals, and certain ideas in order to explore the hidden ideologies behind representing national heroes. They make students patriotic, nationalistic, militaristic and religious which cause manipulation and exploitation of religion, misinterpretation and mixture of facts, misrepresentation of reality, reinforcement of some practices and so on. This is qualitative method. The textual analysis and semi-structured are proposed methods which are mostly applied in these kinds of research studies. We used the social constructive model as an analytical model for this research to uncover the hidden ideologies represented by the national heroes of Pakistan. They propagate the ideologies of Islam/Jehad, patriotism, anti-India, eulogizing heroes and fundamental divide between Muslims and Hindus.

Teaching About Africa South of the Sahara in American Secondary Schools -- A Survey and a Challenge

1968 ◽  
Vol 11 (01) ◽  
pp. 18-27
Author(s):  
Barry K. Beyer
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Western Civilization ◽  
Academic Training ◽  
Social Studies Curriculum ◽  
Curriculum Guide ◽  
The Social ◽  
Dark Continent ◽  
Ready Access

The study of Africa south of the Sahara in American secondary schools has traditionally been most conspicuous by its absence. In fact, the secondary-school social studies curriculum, oriented as it has always been to the study of western civilization, has rarely allowed for the study of any nonwestern region or culture, least of all that of the “Dark Continent.” Now, however, this situation is changing, and changing rapidly. Considerable efforts are being made today to introduce the study of the Non-West into the curricula of many secondary schools. And, for a variety of reasons, an increasing number of schools are making special efforts to include Africa south of the Sahara in this study. These efforts, however, are proving a difficult, if not insurmountable, challenge for most teachers and curriculum builders. Few, indeed, are the social studies teachers and supervisors with the academic training or extended living experience in the lands below the Sahara required to provide the insights upon which a worthwhile study of this region can be structured. Most schools do not have ready access to the advice of Africaniste on this subject. Even worthwhile printed guidelines for designing a study of this region are sorely lacking; with the exception of Leonard Kenworthy's Studying Africa in Elementary and Secondary Schools (10), there is not a single book, pamphlet, handbook, or curriculum guide to which teachers may profitably turn for help.

scholarly journals SOCIAL IDENTITIES OF BLACK FEMALES IN ENGLISH LANGUAGE TEXTBOOKS USED IN BRAZIL AND CAMEROON: INTERSECTIONALITIES OF RACE, GENDER, SOCIAL CLASS AND CRITICAL RACIAL LITERACY

Revista X ◽  
2019 ◽  
Vol 14 (4) ◽  
pp. 20
Author(s):  
Aparecida De Jesus Ferreira
Keyword(s):  
Social Class ◽  
English Language ◽  
Social Identities ◽  
Black Females ◽  
Black And White ◽  
White Males ◽  
The Social ◽  
Racial Literacy ◽  
Language Textbooks ◽  
International Research Project

This article analyzes how the social identities of black females are represented in English-language textbooks used in Brazil and Cameroon; the intention is to generate reflections on how these social identities are portrayed. This research is linked to my participation in an international research project involving universities in Brazil and Cameroon. In the article I analyze a textbook I collected in Cameroon (Bamenda) and another textbook that is used in Brazil. I address the following: 1) What are the results of studies regarding English-language textbooks, the social identities of black females, and intersectionality with the issues of race, gender and social class in Brazil? 2) What do English-language textbooks used in Brazil and Cameroon reveal about black females and intersectionalities with social class? The reference framework that supports this discussion includes the issues of intersectionality, race, gender and social class (CRENSHAW, 1991), as well as critical racial literacy (SKERRETT, 2011; MOSLEY, 2010, FERREIRA, 2015b). The article concludes that black females are less represented than males in textbooks used in both Brazil and Cameroon. In the case of Brazil, black females are less represented than black and white males, and white females.

scholarly journals Value preferences and requirements of the students attending the regional boarding secondary schools

2020 ◽  
Vol 9 (3) ◽  
pp. 635
Author(s):  
Sibel Yazıcı ◽  
Nuray Kurtdede Fidan
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Program ◽  
Survey Questionnaire ◽  
The Social ◽  
The Family ◽  
Economic Background ◽  
Definition Of ◽  
Value Preferences

The aim of the study was to reveal the preferences and requirements of the students attending the Regional Boarding Secondary Schools (YBO) concerning the values contain in the educational program of the social studies course. The study was designed within the framework of phenomenology which is among the qualitative research methods. The participants of the study are 79 eight grade students attending a regional boarding secondary school in the Turkey. The data of the study are collected through a survey questionnaire with two parts which contains open-ended items. The data were analysed using the descriptive and content analyses. The findings of the study show that the participants do not differ based on gender and the socio-economic background of their families. The frequently preferred values by the participants are found to be attaching importance to the family unity, honesty, sympathy and patriotism. Another finding is that the participants do not provide a clear justification for each of the values they preferred. This suggests that it is difficult to establish a justification for the value. However, requirements value justifications are analyzed, it is seen that students they express the definition of value, its importance and the expectations of having this specific value.

Organizing the Social Studies in Secondary Schools

1941 ◽  
Vol 28 (2) ◽  
pp. 245 ◽  
Author(s):  
Arthur C. Bining ◽  
Walter H. Mohr ◽  
Richard H. McFeely
Keyword(s):  
Social Studies ◽  
Secondary Schools ◽  
The Social

Compassion and Caring: Missing Concepts in Social Studies Programs

1979 ◽  
Vol 161 (4) ◽  
pp. 36-60 ◽  
Author(s):  
Pearl Oliner
Keyword(s):  
Social Cognition ◽  
Social Studies ◽  
Secondary Schools ◽  
Citizenship Education ◽  
Prosocial Behaviors ◽  
Primary Concern ◽  
Caring Behaviors ◽  
Human Behaviors ◽  
The Social ◽  
Concern For Others

Current social studies curricula in elementary and secondary schools reflect a generally humanistic perspective. They nonetheless suffer from a serious omission: they do not include the study of prosocial behaviors, that is, behaviors that evidence altruism, generosity, compassion, and caring. This omission has serious consequences, for it tends to legitimize the view that human behaviors are basically self-serving. It leaves little for youth to emulate in terms of their own prosocial behaviors. Since citizenship education is a primary concern of the social studies curriculum, it behooves curriculum developers to fashion programs that will help youth behave in caring and concerned ways toward others. Such programs need to include at least three elements: (1) opportunities for students to conceptualize prosocial behaviors, (2) opportunities for students to develop social cognition skills, and (3) the provision of prosocial models. Conceptualization focuses on the analysis of altruistic, generous, and caring behaviors in various periods and places in history. Social cognition includes those skills relating to understanding the feelings, intentions, and thoughts of others. Prosocial models include real figures of all ages and groups who have shown care and concern for others in ordinary and extraordinary ways.

scholarly journals A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

2019 ◽  
Vol 8 (7) ◽  
pp. 84
Author(s):  
Shiva Jalayeri Laeen ◽  
Mohsen Ayati ◽  
Hossein Jafari Sani ◽  
Mohammad Akbari Booreng
Keyword(s):  
Social Studies ◽  
Teacher Perceptions ◽  
Qualitative Method ◽  
Methodological Approach ◽  
Social Study ◽  
Motivation To Learn ◽  
Face To Face ◽  
Native Culture ◽  
The Social ◽  
Native Teachers

The aim of this study understands teacher perceptions of the localization of curriculum of primary school. on the social Study Lessons. The methodological approach of this study is to investigate phenomenology as a qualitative method. The potential contributors were the native teachers of the Kalat city (Laeenno) in the 1397 which 19 participant were selected..  Data were collected using face-to-face interviews and were analyzed by Glaserian seven phases. Reliability was achieved through three criteria: being acceptable, being trustful and verifiability. The findings show that the current performance of students end up in lack of incentive, leaving school, shallow learning, the inefficiency of current performance of teachers,  interruptions in communication, One-way interaction, and the challenges of localization is denial of the cultural diversity of politicians, non-native content (centralized knowledge), Lack of in-service courses, the time challenge, recruiting non-native teachers, the lack of comprehensive studies of sub-cultivated areas, immigration, executive challenge, School space and lack of a template from native syllables, and the consequences of localization for teachers is contentment of teaching, Creating and improving communication and promoting native culture, and the consequences of localizing for students is: protecting from native culture, Creating a motivation to learn and absorb and stay in the classroom and school. Finally, teachers' strategies about localization of Klein’s nine elements in the curriculum of social studies were identified. 

scholarly journals Boys and Girls for Others

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Annmarie Patricia Jackson
Keyword(s):  
English Language Learners ◽  
Social Studies ◽  
Language Learners ◽  
English Language ◽  
Critical Approach ◽  
Reading Support ◽  
The Social ◽  
Agents Of Change ◽  
Support Teacher ◽  
Grade Classroom

The paper describes a critical multiculturalist approach the author used, while working as a reading support teacher in a third grade classroom of English language learners. The author shares a step-by-step timeline she used to adopt a social justice agenda in the classroom, while teaching a unit. Through integration of reading and social studies content objectives, the author was able to meet students' reading needs, as well as foster critical thinking through questioning, art, discussion, and writing about matters that were relevant to the students' own lives, their familes' lives and the community, while learning the social studies content. Students were able to identify important problems, determine relevant themes within and across texts, as well as decide on potential solutions. Ultimately, the critical approach, helped students learn that they can be agents of change in their own communities, in and out of school. 

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