Literaturnachweis - Detailanzeige
| Sonst. Personen | Baildon, Mark (Hrsg.) |
|---|---|
| Titel | Controversial history education in Asian contexts. |
| Quelle | London u.a.: Routledge (2014), XIII, 282 S. |
| Reihe | Routledge critical studies in Asian education |
| Beigaben | grafische Darstellungen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 978-0-203-75349-1; 978-0-415-83352-3 |
| Schlagwörter | Kollektives Gedächtnis; Schulbuch; Geschichtsunterricht; Aufsatzsammlung; Kongress; Kontroverse; Asien; Singapur |
| Abstract | This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book's authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book's chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research. Contents: Introduction: Controversy, history, and history education in Asia / Loh Kah Seng, Mark Baildon, Ivy Maria Lim, Gül Inanç, and Junaidah Jaffar -- Teaching controversial issues in the classroom: The exciting potential of disciplinary history / Stuart Foster -- The battle over the memory of the nation: Whose national history? / Helen Ting -- The other side of silence: Religion and conflict in Indian textbooks / Deepa Nair -- How can we teach the old foe's wounds? - Analysis of descriptions of the Japanese occupation and the atomic bombs in Vietnamese and Singaporean textbooks / Eisuke Saito, Theresa Alviar-Martin and Khong Thi Diem Hang -- Constructing the nation: Portrayals of national identity in Singapore's school textbook narratives of the Japanese occupation / Khatera Khamsi and Paul Morris -- Japanese textbooks and the Asia-Pacific War: Apportioning blame / Jean-Louis Margolin -- Representing the war in Manga / Karl Ian Cheng Chua -- Between remembering and protecting: Introduction of cultural heritage into Singapore's primary social studies syllabus 2012 / Gül Inanç -- Academic controversy and Singapore history: Context, teachers and subpublics / Loh Kah Seng and Junaidah Jaffar -- Teaching of historical controversies using the SAC approach: A case of history teachers in Singapore / Ivy Maria Lim -- A disciplinary approach to teaching historical controversy in Singapore's schools: The case of the Internal Security Act / Mark Baildon and Suhaimi Afandi -- Reflection on university teaching of the Nanjing controversy / Jason Lim -- Overcoming the "practicality ethic" / Denis Mootz -- Diversity and controversy in the facilitated classroom / Sue Goodney Lea and Taiyi Sun. |
| Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
| Update | 2014/1 |
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