Curriculumforschung und -analyse

Permanent URI for this collectionhttps://dspace2.gei.de/handle/11428/6

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Start date: 2009Subject: search.filters.subject.371.32

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Now showing 1 - 6 of 6
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    Preventing Violent Extremism through Education: International and German Approaches
    (2018-12-10) Christodoulou, Eleni; Szakács, Simona
    There is a great deal of discussion on how people are not born violent extremists but ‘made’ into one, as well as an increasing recognition that education can play a crucial role in preventing violent extremism. However, to date there is very little research on either an international or a national level on practices and approaches of preventing violent extremism through education (PVE-E). This study fills in this gap by firstly providing a comprehensive mapping of, as well as critical engagement with, the discourses and practices of twelve key international organisations currently involved in PVE-E on both a formal and informal level. It illustrates the different ways in which organisations perceive and enact PVE-E and places the significance of their actions in a comparative context exposing both strengths and weaknesses. Secondly, this study offers the first systematic analysis of PVE-E content in both curricula and textbooks of history and social studies in Germany’s 16 federal states. It engages with how specific themes such as ‘extremism’ and ‘terrorism’ are treated in 87 curricular documents and maps dominant representations of violent extremism emerging from an analysis of 137 textbooks intended for the lower secondary level of education across different types of schools. The study also problematizes existing PVE-E practices in the formal curriculum within the German federal system and identifies possible avenues for improvement. Finally, the study concludes with recommendations for policy-makers and practitioners for both the international and national levels.
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    Learning to Live Together in Africa through History Education. An Analysis of School Curricula and Stakeholders’ Perspectives
    (Göttingen: V&R unipress, 2017-11-13) Bentrovato, Denise
    This study sheds light on the current state of history education in Africa and reflects on its potential to prepare the continent’s learners for the challenges of “learning to live together”. Drawing on an examination of school curricula and the experiences of educational stakeholders, it identifies trends in the processes and outcomes of recent curricular revisions, and discerns key challenges relating to the teaching and learning of history across Africa. It scrutinises the position afforded to history within African education systems, and surveys related content and pedagogies. While it identifies African history as a fundamental yet sensitive and controversial subject, it also illustrates examples of present-day curricular strategies aimed at integrating a concern for the promotion of a “culture of peace”.
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    Digital learning in European education policies and history curricula
    (2017-07-03) Tribukait, Maren; Baier, Katharina; Grzempa, Hanna; Loukovitou, Antigoni; Sijakovic, Romana; Tettschlag, Nadin; Vuka, Denis
    The advancement of digital technology has raised hopes of radical improvements in education. However, teaching and learning in European schools still seem to follow conventional patterns. This study asks how contemporary European education policies and curricula frame digital learning in schools, with particular attention to history education. It investigates digital strategies, media education concepts, core curricula, and history and IT-related curricula, which collectively shape the requirements, guidelines and expectations for the use of information and communication technology (ICT) in history lessons. In addition to analysing European Union policy, the study includes case studies of seven European countries (Albania, Denmark, Germany, Greece, the Netherlands, Poland, Spain).
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    History Can Bite. History Education in Divided and Postwar Societies
    (Göttingen: V&R unipress, 2016-10-26) Bentrovato, Denise; Korostelina, Karina V.; Schulze, Martina
    The volume provides critical insights into approaches adopted by curricula, textbooks and teachers around the world when teaching about the past in the wake of civil war and mass violence, discerning some of the key challenges and opportunities involved in such endeavors. The contributors discuss ways in which history teaching has acted as a political tool that has, at times, been guilty of exacerbating inter-group conflicts. It also highlights history teaching as an important component of reconciliation attempts, showcasing examples of curricular reform and textbook revision after conflict, and discussing how the contestations and difficulties surrounding such processes were addressed in different post-conflict societies.
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    Russian Christ. The Struggle of the Russian Orthodox Church to Introduce Religion into the Curriculum in the First Decade of the Twenty-first Century
    (New York: Berghahn, 2014-06-01) Shnirelman, Victor A.
    An interest towards a social role of religion including religious education (RE) is in increase in the European Union. Yet, whereas the Western educators focus mostly on potentials of religion for a dialogue and peaceful co-existence, in Russia religion is mostly viewed as a resource of an exclusive cultural-religious identity and a resistance to globalization. RE was introduced into the curriculum in Russia during the last ten to fifteen years. The author analyzes why, how and under which particular conditions RE was introduced in Russia, what this education means, and what social consequences it can entail.
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    “Mandela, the Terrorist.” Intended and Hidden History Curriculum in South Africa
    (New York: Berghahn, 2014-06-05) Hues, Henning
    This article focuses on how some aspects of the South African history curriculum are interpreted and “lived out” in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments since 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions which reflect the reorganization of history teaching and serve as benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicates that schools provide space for curriculum modification and the creation of a “hidden curriculum.”