Institutionelles Repositorium

Permanent URI for this communityhttps://repository.gei.de/handle/11428/10

Hier finden Sie sämtliche Beiträge der redaktionell vom Leibniz-Instituts für Bildungsmedien betreuten Publikationen im Volltext sowie eine möglichst vollständige Sammlung weiterer (nicht der Bildungsmedienforschung angehörige) Publikationen von Mitarbeiter*innen des Leibniz-Instituts für Bildungsmedien.

Browse

Author: search.filters.author.Bentrovato, Denise

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Transitional Justice and Education – Engaging Young People in Peacebuilding and Reconciliation
    (Göttingen: V&R unipress, 2018-08-01) Ramírez-Barat, Clara; Duthie, Roger; Rocha, María Andrea; Bentrovato, Denise; Belkziz, Najwa; Fratila, Stefana; Haumschild, Daniel; Clarke-Habibi, Sara; Brankovic, Jasmina; Siddiqui, Nadia; Schelfhout, Thes; Bücking, Ruben; Ramírez-Barat, Clara; Schulze, Martina
    This volume, with nine original contributions, owes its existence to the Georg Arnhold International Summer School on Education for Sustainable Peace that took place in June 2015 in Braunschweig, Germany, jointly organized by the Georg Eckert Institute for International Textbook Research (GEI) and the International Center for Transitional Justice (ICTJ).1 The Georg Arnhold Program on Education for Sustainable Peace was established at the Georg Eckert Institute in 2013 by Henry H. Arnhold to honor the legacy of his grandfather Georg Arnhold, a committed Germanpacifist from the city of Dresden, and comprises a guest professorship, an annual summer school and symposium, and focuses on educational media and curricula in post-conflict and transitional societies.
  • Thumbnail Image
    Item
    Narrating and Teaching the Nation. The Politics of Education in Pre- and Post-Genocide Rwanda
    (Göttingen: Vandenhoek und Ruprecht, 2015) Bentrovato, Denise
    The book investigates the politics of education in pre- and post-genocide Rwanda, examining the actors, interests, and discourses that have historically influenced educational policy and practice and in particular the production and revision of history curricula and textbooks. This study combines a systematic historical and comparative analysis of curricula and textbooks in Rwanda, stakeholder interviews, classroom observations, and a large-scale investigation of pupils’ understandings of the country’s history. Written at a crucial time of transition in Rwanda, it illuminates the role of education as a powerful means of socialisation through which dominant discourses and related belief systems have been transmitted to the younger generations, thus moulding the nation. It outlines emergent challenges and possibilities, urging a move away from the use of history teaching to disseminate a conveniently selective official history towards practices that promote critical thinking and reflect the heterogeneity characteristic of Rwanda’s post-genocide society.
  • Thumbnail Image
    Item
    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”.