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Teaching Peace and Conflict : The Multiple Roles of School Textbooks in Peacebuilding / edited by Catherine Vanner, Spogmai Akseer, Thursica Kovinthan Levi
| 資料タイプ | 電子ブック |
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| 版 | 1st ed. 2022. |
| 出版者 | (Cham : Springer International Publishing : Imprint: Springer) |
| 出版年 | 2022 |
| 大きさ | XIV, 205 p. 15 illus., 2 illus. in color : online resource |
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| 一般注記 | Chapter 1. Introduction: The Intersecting Roles of Education in Conflict -- Part 1: Democratic Values And Processes -- Chapter 2. From Peace Agreement to Textbook: Education Content for Peacebuilding in Burundi Post-War -- Chapter 3. Musharraf's Enlightened Moderation: How Education Escalates Conflict in Pakistan Despite Attempted Transformation -- Chapter 4. The Multiple and Intersecting Roles of Civics Textbooks in Conflict-Affected Sri Lanka -- Part 2: Equality And Inequality -- Chapter 5. A Post-9/11 Analysis of Civic Education Textbooks Used in Public Schools in Afghanistan -- Chapter 6. Reproducing Inequalities Through Social Studies Textbooks in Afghanistan -- Chapter 7. Reproducing Gender Identity in Jordanian Civic Education Textbooks -- Part 3: Historical Narratives And Competing Truths -- Chapter 8. No Textbooks, No Peace? Historical Narratives in South Sudan -- Chapter 9. South Sudanese Primary School Textbooks: Transforming and Reinforcing Conflict -- Chapter 10. Textbook Politics: Education in Post-Conflict Bosnia and Herzegovina -- Chapter 11. Conclusion: Mobilizing Textbooks for an Equitable Future This book illustrates the multiple roles of textbooks as victim, transformer, and accomplice to conflict by introducing the Intersecting Roles of Education in Conflict (IREC) framework for use in the research, development, production, distribution, and dissemination of textbooks and learning materials. The framework illustrates these three potentially overlapping roles by mapping the complex educational contexts of conflict-affected societies and considering how textbooks, learning materials, and education systems more broadly may simultaneously operate within these various roles. Country case studies from Asia, Europe, Africa, and the Middle East are used to analyze primary and secondary school textbook development, content, and application from a variety of approaches that articulate conflict as protracted and/or socio-political violence. The breadth of case studies shows how conflict discourse circulates in educational systems and materials in a wide range of contexts, indicating that the complexity of the relationship between textbooks and conflict is not unique to one culture, geographic region, or type of conflict HTTP:URL=https://doi.org/10.1007/978-3-031-04676-6 |
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| 著者標目 | Vanner, Catherine editor Akseer, Spogmai editor Kovinthan Levi, Thursica editor SpringerLink (Online service) |
| 件 名 | LCSH:Citizenship -- Study and teaching
全ての件名で検索
LCSH:Education -- Curricula 全ての件名で検索 LCSH:International education LCSH:Comparative education LCSH:Educational sociology LCSH:Education and state FREE:Citizenship Education FREE:Curriculum Studies FREE:International and Comparative Education FREE:Sociology of Education FREE:Educational Policy and Politics |
| 分 類 | LCC:LC1091 DC23:323.6071 |
| 書誌ID | EB16355534 |
| ISBN | 9783031046766 |