- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Education Science / Pedagogic
- > didactics, methodics, school education
Full Description
This book explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens.
Contents
1. Education, Competing Discourses, Historical Narratives, and Civic Attitudes.- 2. The Egyptian Educational System and Curriculum Since the 1800s Until the Present: Key Continuities and Changes.- 3. Young Egyptians' Interactions With the Official Curriculum and Its Classroom Enactment.- 4. Young Egyptians' Civic Attitudes and Engagement.- 5. Toward More Holistic Analytical Frameworks and Pedagogical Tools: How Do Interactions With History Shape Civic Engagement and Actions?.- 6. Toward More Inclusive Curricular Representations and Classroom Practices.
