Suchergebnisse

We have updated Ferree and Hall's (1990) study of the way gender and race are constructed through pictures in introductory sociology textbooks. Ferree and Hall looked at 33 textbooks published between 1982 and 1988. We replicated their study by examining 3,085 illustrations in a sample of 27 textbooks, most of which were published between 2002 and 2006. We found important areas of progress in the presentation of both gender and race as well as significant areas of stasis. The face of society we found depicted in contemporary textbooks was distinctly less likely to be that of a white man, very prominent in the 1980s texts, and much more likely to be that of a minority woman. Thus, while only 34 percent of the pictures of identifiable individuals in the textbooks examined by Ferree and Hall were of women, almost 50 percent of such pictures were of women in the recent texts. Moreover, while the percentage of white men portrayed dropped from about 45 percent to 30 percent, the percentage of portrayals of minority women rose from about 11 percent to 22 percent. Another sign of progress has been the decreasing likelihood of textbooks to depict race and gender as being nonover-lapping categories: while women of color apparently "had" only race in the sample examined by Ferree and Hall, they "had" both gender and race in the sample we studied. Still, our examination of pictures as a whole as a unit of analysis found that blacks continue to be more likely than any other racial group to be depicted in the presence of other racial groups and, thus, to idealize the degree of social integration in American society. We also still see non-white women enjoying very little (in fact, no) visibility in sections devoted to theory, despite developments in feminist theory, generally, and multicultural feminist, specifically. In general, though, our analysis suggests that the various criticisms of introductory texts that have appeared in this forum and others can have an impact on the content of those texts and, by extension, the sociology we teach.

نسعى من خلال هذه الدّراسة إلى دراسة الأدب الجزائري المكتوب باللّغة العربية وخاصة فن القصة القصيرة الحاضر في النّصوص التّعليمية، من خلال أسماء كثيرة أثرتْ التّجربة الفنية القصصية خاصة بعد مرحلة الاستقلال، والمتمثلة في موضوعات الواقع الجديد كالسّياسية، التّاريخية، والاجتماعية،.إلخ، وأدّى هذا إلى بروز نوعين من القصة أحدهما استطاع الحفاظ على الملامح الفنية للقصة القصيرة، والثّاني يبحث عن أشكال جديدة متأثّــرا في ذلك بما ظهر في الغرب والمشرق، ومن تلك الأسماء عندنا: جميلة زنير، أبو العيد دودو، وأحمد منوّر وهذا محاولة منّا اِستجلاء ملامح الفن القصصي عندهم، ودوره في النّصوص التّعليمية. ; Through this study, we seek to study Algerian literature written in the Arabic language, especially the art of the short story present in educational texts, through many names that influenced the narrative artistic experience, especially after the independence phase, represented in the new reality topics such as political, historical, and social . etc. This is due to the emergence of two types of the story, one of which was able to preserve the artistic features of the short story, and the second is looking for new forms influenced by what appeared in the West and the East, and among those names we have: Jamila Zanir, Abu Al-Eid Dudu, and Ahmed Munawar, and this is an attempt from us to clarify the features of narrative art They have, and its role in the educational texts.

Writes to Isaac N. Partridge wishing to settle their accounts for textbooks. ; Transcription by Joseph Byrne. Transcriptions may be subject to human error.

"European Union Governance and Policy-Making introduces the politics of the European Union (EU) to a student audience. The book is explicitly focused on students enrolled in universities in Canada, or other non-EU countries, and builds on their academic background. Chapters cover the political and legal system of the EU, theories of European integration, core EU policies such as the Single Market, its single currency, migration policy, EU enlargement, as well as pressing issues facing the further development of European integration. This second edition has been comprehensively revised and updated to include a discussion of Brexit, the European Green Deal, COVID-19, and the Russian invasion of Ukraine. Written by leading Canadian scholars in the field of European integration, as well as international experts with teaching experience in Canadian universities, this textbook leverages the comparison to Canada and its federal system to help students understand what is unique about the European Union."

"This comprehensive textbook covers the historical evolution of the core developmental institutions within modern society charged with the socialization, nurturance, guidance and regulation of children and youth including the family, schools, communities, child welfare, and juvenile system. Adopting a life course perspective, the textbook examines the changing legal, social, regulatory, and political landscape of childhood and adolescence within American society with consistent focus on dynamics of race, class, ethnicity, gender, power, and privilege"--

"This important book fills the need for a textbook on economic systems analysis and assessment, providing extensive coverage on various topics including microeconomic systems and assessment, cost effectiveness, cost estimation for software and systems, strategic investments, and valuation methods. It serves as an effective textbook for senior undergraduate and first-year graduate courses in economic systems analysis and assessment, as well as a valuable reference for engineers and managers involved in information technology intensive systems."--

Sino-Japanese relations were beset by controversy in the 1980s when the Japanese Education Ministry tried to re-write school textbooks to downplay the atrocities committed by Japanese during World War II. This book examines the diplomatic storm created by the textbook issue, as well as the decision-making processes of the Chinese and Japanese governments, who were more concerned with changes in international and domestic politics than with adopting a correct view of history

This useful textbook provides an overview of US–China relations between the late 19th century and the beginning of the 21st. It gives a clear chronology of events and covers the main events and issues in the relationship. It also embeds the description of these events and issues in the larger international and domestic contexts, allowing it to mesh easily with other textbooks that focus either on China's foreign relations in general or on its domestic developments.

In the March issue of International Review we gave information on the campaign which had been started in African schools in order to make widely known the sign of the Red Cross, through the medium of a textbook entitled The Red Cross and My Country. This wide campaign aroused both among youth and the authorities an increasing interest. It was stated in that issue that by the end of February the textbook, in French and English, had been distributed in schools in fourteen countries.

A lo largo de los años, los manuales escolares han sido uno de los recursos didácticos más utilizados por el profesorado. El libro escolar es, además de un soporte curricular a través del cual se transmite el conocimiento académico que las instituciones han de propagar, un reflejo de la sociedad que lo produce en cuanto a que en él se vehiculan valores, actitudes, estereotipos e ideologías que caracterizan la mentalidad dominante de una determinada época o, lo que es lo mismo, el imaginario colectivo que configura el currículum explícito, y también el oculto. Dicho imaginario ha sostenido la persistencia de una sociedad patriarcal, en la que la mujer aparece en un lugar secundario con respecto al hombre, y con unos roles prefijados conectados a una visión esencialista de la condición femenina. Cabría pensar que España, tras el fin de la dictadura franquista, ha experimentado una evolución significativa en la forma de concebir las funciones políticas, económicas y sociales adjudicadas a ambos sexos, intentando evitar desigualdades perniciosas. Dicha evolución debería verse reflejada en los libros de texto que el alumnado maneja en las aulas. A través de este trabajo, y mediante análisis tanto cuantitativo como cualitativo tanto de las imágenes como de los textos verbales, queremos observar si dicha evolución ha existido, sobre todo desde el punto de vista de la denominada «cultura económica», analizando manuales escolares utilizados en la etapa de obligatoriedad escolar en dos períodos: la Transición y los primeros años del siglo XXI. Se trata de establecer cambios y permanencias, lo que nos permitirá dar recomendaciones de cara a la confección y/o uso de este tipo de recurso en la escuela. ; Over the years, textbooks have dominated over other resources at school. Textbooks are also a conduit for the academic content that institutions want to deliver, a reflection of society in that the mainstream social attitudes, values and stereotypes and ideologies are reflected in their pages. It is a well-known fact that the established mindset is disseminated with them, hence shaping an overt and covert curriculum. Textbooks therefore reproduce the collective imagination dominated by a patriarchal society, one in which women play a second position and play traditional female roles. Altogether, it paints the essentialist female condition.Post-Franco Spain put an end to dictatorial manners and now new social, economic and political reality should prevail and harmful sex inequality should have vanished too. Textbooks should replicate this new lifestyle. This paper presents a content analysis of textbooks, both of the illustrations and the text itself. We want to test if this change has taken place a tall, with a particular analysis of the economic culture. We therefore compare textbooks of the time right after the dictatorship, some forty years ago with the textbooks in use now at the turn of the century. We explore differences and similarities which may inspire new textbooks for the present time.

"A higher education history textbook on the history of authoritarianism in Africa"--

How is Islam taught in American schools? Teaching Islam to young Americans is a relatively recent phenomenon. The Israeli-Arab conflict shaped the contours of the study of Islam with images & stereotypes inherited from the Crusades & Colonialism. Islam has been taught not as an essential ingredient of the World History but through the political conflicts of Israelis & Arabs as well as the American global agenda within which Qaddafi, Hafez al-Asad, & Ayatullah Khomeini emerged as the representatives of Islam. The Muslim population in America grew dramatically in the twentieth century, & curriculum was devised to include Islam without disturbing the unitary narrative of Western Civilization: The textbooks disconnect Islam from the Judeo-Christian tradition even as they emphasize how Islam borrowed from Jewish & Christian scriptures. Textbook writers portrayed Islam in light of the Arab nomadic society & the life of the Prophet of Islam while deliberately downplaying the Abrahamic legacy in Islam. 39 References. [Copyright 2003 Sage Publications, Inc.]

The article discusses the periods of environmental education (EE) development in connection with internal social and global international influences, mainly the effect of the First United Nations Conference on Human environment in Stockholm 1972, the 1992 Earth Summit in Rio de Janeiro and the 2002 Earth Summit in Johannesburg. It pays attention to the impact of the social background and the role of science and pedalogical research on the different stages in the curricular and textbooks development. The school subjects contents and educational technologies also evolved towards student-centered interactive education in school and out of school. A system of EE from nursery to postgraduate and lifelong education was developed in 1984 and a great part of it has been introduced in the different educational stages since then. After 1989 more than 132 NGOs and communities on ecology and environmental education were established and many others incorporated environmental education aspects in their activities. Still there are many unsolved problems in EE.