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Descriptors:
Student Attitudes; Foreign Countries; War; Educational Change; Political Power; Educational History; Advantaged; Power Structure; Politics of Education; Social Class; Futures (of Society)

Abstract:
In this article, I reopen some of the seminal theoretical debates among critical scholars on the nature of educational reform, arguing that there has been a consistent tendency in the literature to dismiss or downplay the significance of "instrumentalist" analyses in favour of cultural/hegemonic and structuralist explanations. As a result, education scholars who advance the instrumentalist emphasis on elite intervention in the policy process and the importance of organised class action have often been dismissed as one-dimensional and conspiratorial. To support this argument--and, by extension, those made by instrumentalist theorists--I bring together historical evidence from Canada and the United States in three historical periods: the mid-nineteenth century, the early twentieth century and post-Second World War. In each of these historical periods, I demonstrate how the structure and purpose of educational institutions were modified largely at the behest of economic elites (closely associated with political power and the professional educational establishment) in order to shape and implement a particular model of educational reform. Central to my argument is that powerful economic actors have always recognised the political nature of schooling and that elite class consciousness is and has been well-developed with respect to educational issues. The concluding section outlines the implications of my arguments for the future of educational reform. (Contains 100 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Prior Learning; Social Studies; Death; History Instruction; Teaching Methods; Units of Study; Guidelines; Museums; European History; Jews; War

Abstract:
Students often bring considerable prior information about the Holocaust to their study of the event, with much of that knowledge being inaccurate or incomplete. In addition, the Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students. This article outlines an opening lesson for a Holocaust unit in which students develop a definition of the event by completing a multistep process that deconstructs the United States Holocaust Memorial Museum's definition of the Shoah. Through this process, teachers gain valuable information about students' prior knowledge while establishing a structured approach to the teaching of the event. In addition, students' content knowledge of the Shoah is expanded as critical topics about the event are introduced at the start of their study of the topic. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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United States History; War; Social History; Mexican Americans; Case Studies; Teaching Methods; Conflict; Social Problems; Military Personnel; Lesson Plans

Abstract:
The Zoot Suit Riots provide students with a case study of social unrest in American history. The influx of Latinos into the Los Angeles area prior to World War II created high levels of social unrest between Mexican Americans, military servicemen, and local residences. With large numbers of soldiers stationed in the area during the Second World War, conflicts broke out between the young Latinos and the soldiers. The following material provides a short historical review of the events related to the riots, a lesson plan, and resources to engage the students in exploring the events of this time period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Foreign Countries; War; Educational Change; Self Concept; Second Language Learning; Second Language Programs; Classification; Citizenship; Acculturation; Social Integration; Discourse Analysis

Abstract:
The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme "Swedish for immigrants" over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels--pertaining to language and identity--emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century. (Contains 4 tables, 3 figures and 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Historians; History Instruction; Books; Historical Interpretation; World History; War

Abstract:
Howard Zinn's "A People's History" of the United States has few peers among contemporary historical works. With more than 2 million copies in print, "A People's History" is more than a book. It is a cultural icon. While most historians aim to examine the full historical record, Zinn picks and chooses from it. Writing persuasively, he hides the fact that many of his claims are unsubstantiated, presents his views as the truth, and leaves students with a distorted sense of historical reasoning. (Contains 53 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Role of Education; Religious Cultural Groups; Developing Nations; Foreign Countries; War; Religion; Role of Religion; Ideology; Islam; Ethnicity; Discourse Analysis; Political Attitudes; Curriculum; Futures (of Society); Conflict Resolution

Abstract:
This article addresses the role that education plays in conflict, with specific reference to the civil war in Sudan. It analyses the ideological basis of the Sudanese government (GoS) during the civil war, with special reference to the role of religion and ethnicity. It shows how the primary education system was based on the Islamist ideology of the GoS, with limited consideration of the country's various cultural and religious groups. It then discusses the political discourse of the Sudan Peoples' Liberation Movement/Army (SPLM/A) and the secular curriculum that SPLM's Secretariat of Education produced during the war. It identifies differences between the Islamist and the secular educational discourses as one reason why many young people in the South took up arms against the Islamist government. With South Sudan now emerging as an independent nation, a dramatic improvement in the education sector is needed both to heal conflicts in South Sudan and to provide hope for the future to people in the South. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Information Dissemination; Conflict; Childrens Rights; Access to Education; Educational Quality; Civil Rights; Peace; War; Data Collection; Research Methodology; Educational Opportunities

Abstract:
Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the international community to expand our current capacity to provide general information on the impact that conflict has on education, children, parents, and schools, to ensure the right to education for millions of children living in conflict-affected countries. Such an effort would include specific steps to ensure higher data quality in terms of completeness and accuracy, timeliness, serviceability, and methodological soundness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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History; Documentaries; Video Technology; Technology Integration; Researchers; Educational Technology; War; Grade 8; Middle School Students; Urban Schools; Learner Engagement; Creative Activities; Student Projects; Teaching Methods; Critical Thinking; Thinking Skills; Inquiry; History Instruction

Abstract:
Over the last several decades, social studies educators' interest and emphasis on integrating technology into teaching has increased significantly. One promising area of inquiry focuses on the benefits of student-produced digital video. A number of researchers assert that student-produced digital videos provide a variety of benefits, including increases in student motivation and engagement, creative classroom opportunities, and opportunities for more authentic learning experiences. Fewer researchers, however, have explored student learning outcomes from documentary projects. In this article, the authors analyzed a set of student-created digital documentary projects constructed in a standards-based, 8th-grade U.S. history classroom. They holistically examined the level of authentic intellectual work evident in students' projects throughout each stage of the process. The authors found that the students demonstrated a moderate-to-significant degree of authentic intellectual work in creating their own documentary films. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational History; Latin American History; Historiography; Government School Relationship; Public Education; Elementary Education; Public Schools; Privatization; Citizenship Education; Culture; Sex Role; War; Violence; Educational Research

Abstract:
ISCHE 33 was convened in San Luis Potosi to re-examine a relationship--that between society, education and the state--that had been largely taken for granted in official histories of education of modern nations. This theme was inspired by the bicentenary celebrations of the relatively early nineteenth-century movements (from 1804 to 1824) that instated independent nations in most of Latin America. National educational systems, there and elsewhere, were created largely with the aspiration of building uniform, modern nations of equal, illustrated citizens, yet research has shown that they also organised diversity and reproduced inequalities, creating and separating categories of class, gender, religion, ethnicity, race, generation, status and ability. ISCHE 33 brought historical research to bear upon the very categories used to talk about education. In this article, the authors first present discussions on this theme that have emerged in the historiography of Mexico, the venue of the conference. They then examine alternative conceptual tools, with reference to the papers in this special issue, used to study the actual configurations that have joined or opposed actors identified with the "state" or "society". By historicising these concepts, rather than assuming them as constants, one may gain insight into the particular import and alignment of the social and political collectivities involved in education. (Contains 49 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Educational Policy; Environmental Education; Foreign Countries; War; Educational History; Historiography; Catholics; Religious Education; Clergy; Questionnaires; Teacher Attitudes

Abstract:
Power over education and the upcoming generations has always been an important instrument in shaping religious and secular values. As a consequence, control over schools, pupils and teachers was, particularly in periods of war, an important means for bringing about acceptance of the new regime. The aim of this paper is to discuss priest-teachers' wartime memories of German interference in Belgian education during Second World War, on the basis of a survey conducted in the 1970s. By looking at teachers' memories, this paper contributes to a neglected field of study in the history of education and the historiography of Second World War. The analysis of the questionnaires illuminate how certain aspects of German educational policy were remembered by teachers and how they positioned themselves in the landscape of Second World War memory. As a result, this paper demonstrates that the survey not only offers an interesting source for investigating the war itself, but also sheds light on the changing post-war relationship between education, society and the state. (Contains 38 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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