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In: FP, Heft 152, S. 80-82
ISSN: 0015-7228
The Contemporary and Modern History of Three East Asian Countries, is reviewed.
In: Teaching sociology: TS, Band 12, Heft 3, S. 356
ISSN: 1939-862X
In: Soviet Law and Government, Band 10, Heft 3, S. 252-259
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 20, Heft 4, S. 562
ISSN: 2167-6437
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. 1-12
ISSN: 2041-6946
The words "textbook revision" immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
In: Regional studies: official journal of the Regional Studies Association, Band 47, Heft 9, S. 1609-1611
ISSN: 1360-0591
In: Monthly Review, Band 46, Heft 9, S. 61
ISSN: 0027-0520
In: Professor Marin Drinov Publishing House of Bulgarian Academy of Sciences: Sofia 2023, ISBN: 978-619-245-318-3
SSRN
In: Journal of educational media, memory, and society: JEMMS ; the journal of the Georg Eckert Institute for International Textbook Research, Band 6, Heft 2, S. 10-24
ISSN: 2041-6946
This article examines the textual constitution of militarism and militaristic subjects in and by educational discourse in Pakistan. The article focuses on two subjects, namely social studies and Urdu, which are taught in the public school system of Pakistan. In order to examine the constitution of militaristic subjectivities, the author draws upon concepts of poststructuralist theory and critical discourse analysis. The author's main argument is that it is vital to first deconstruct the constructs of war from the minds of people in order for the constructs of peace to be instilled. There are many sites where such deconstruction needs to begin. One of the likely places for such an exercise is in textbooks, for these are sites in which war and violence are or can be constructed and instilled into the minds of future citizens. These are also natural sites for the construction of defenses of peace, for these spaces harbor agency to resist war and violence. This article examines textual and discursive data from Pakistan's educational discourse (mainly curricula and textbooks) to illustrate how war and militarism are constructed by these discourses via curricula and textbooks.