Radical Textbooks
In: Monthly Review, Band 29, Heft 5, S. 62
ISSN: 0027-0520
12811 Ergebnisse
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In: Monthly Review, Band 29, Heft 5, S. 62
ISSN: 0027-0520
In: Patterns of prejudice: a publication of the Institute for Jewish Policy Research and the American Jewish Committee, Band 5, Heft 3, S. 7-10
ISSN: 1461-7331
In: Parliamentary affairs: a journal of comparative politics, Band 25, Heft 3, S. 272-274
ISSN: 1460-2482
In: Social studies: a periodical for teachers and administrators, Band 69, Heft 3, S. 112-116
ISSN: 2152-405X
In: Patterns of prejudice: a publication of the Institute for Jewish Policy Research and the American Jewish Committee, Band 12, Heft 5, S. 1-5
ISSN: 1461-7331
Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.
BASE
Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.
BASE
Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.
BASE
In: The women's review of books, Band 12, Heft 10/11, S. 33
This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.
BASE
This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.
BASE
In: Getting Textbooks to Every Child in Sub-Saharan Africa: Strategies for Addressing the High Cost and Low Availability Problem, S. 53-76
In: Journal of educational media, memory, and society: JEMMS ; the journal of the Georg Eckert Institute for International Textbook Research, Band 2, Heft 1, S. 31-54
ISSN: 2041-6946
This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.
In: Journal of educational media, memory, and society: JEMMS ; the journal of the Georg Eckert Institute for International Textbook Research, Band 2, Heft 2, S. 122-131
ISSN: 2041-6946
This piece defends the hypothesis that methodologically well-grounded historical textbook research is only possible if one has an understanding of the context in which textbooks acquire meaning. Based on the theory of a "grammar of schooling" (Tyack/Tobin; Cuban), the article develops a concept on the basis of which it is possible to describe particular contexts and the way in which they relate to teaching materials. Textbooks are thus understood as an element of the "grammar of schooling" and, from the perspective of discourse and theory, as a "point of intersection" between discourse and its corresponding teaching practice.