株式会社極東書店トップ ＞ 商品一覧 ＞ Discourses of Globalisation, and the Politics of History School Textbooks. 2022 ed.
商品詳細
Discourses of Globalisation, and the Politics of History School Textbooks. 2022 ed.
・ISBN 978-3-031-05861-5 paper EUR 149.99
￥40,091.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Zajda, Joseph, |
|---|---|
| シリーズ | (Globalisation, Comparative Education and Policy Research) |
| 出版社 | (Springer International Publishing AG, SZ) |
| 出版年月 | 2023 |
| ページ数 | 150 pp. |
| 言語 | ENG |
| ニュース番号 | ＜A02-15771＞ |
解説
This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities.
The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, havethe power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.
The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, havethe power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations.