scholarly journals How Can We Plan for Progression in Primary School History?

2015 ◽  
pp. 16-31 ◽  
Author(s):  
Hilary Cooper
Keyword(s):  
Primary School ◽  
School History

Some Student Teachers' Conceptions of Creativity in Primary School History

2011 ◽  
Vol 9 (2) ◽  
pp. 15-24
Author(s):  
Anthony Blake ◽  
Gail Edwards ◽  
Douglas P. Newton ◽  
Lynn D. Newton
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
School History

scholarly journals Speech Correction Class at Izushi Primary School-History and recent problems

1985 ◽  
Vol 97 (1-2) ◽  
pp. 39-45
Author(s):  
Kinya UNO ◽  
Hideo HASEGAWA ◽  
Kayoko SATO ◽  
Tomoaki SUGIURA ◽  
Ikuko KANATAKI ◽  
...  
Keyword(s):  
Primary School ◽  
School History ◽  
Speech Correction

scholarly journals «Jeg har aldri spurt om å kunne slutte selv». En kvalitativ studie av en gruppe jenters vei mot frafall i videregående skole

2019 ◽  
Vol 28 (1-2) ◽  
Author(s):  
Sissel Elisabeth Edvardsen ◽  
Hege Hovland ◽  
Anne Brita Thorød
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Dropping Out ◽  
Upper Secondary School ◽  
School History ◽  
Upper Secondary ◽  
Mental Problems ◽  
History Of ◽  
Absence Rate

In this article we explore the school history of girls who are dropping out from upper secondary school, recorded with mental problems. The study has a qualitative, exploratory design with an inductive approach. Interviews were conducted with life-line method, with some supplemental questions. Most of the girls experience weak relations to both school-peers and teachers in primary school. Some of them are bullied and describe a school without capability to deal with the problems and work for an including school environment. When they reach upper secondary school they have a high absence rate and most of them are requested to terminate school, partly due to the risk of losing part of their statutory right to upper education. The findings are discussed in resilience- and bio-ecological perspectives.

(E)RACING SLAVERY

2014 ◽  
Vol 11 (2) ◽  
pp. 329-351 ◽  
Author(s):  
Melissa F. Weiner
Keyword(s):  
The Netherlands ◽  
Primary School ◽  
West Indies ◽  
National Policy ◽  
History Textbooks ◽  
Master Narrative ◽  
Racial Identities ◽  
School History ◽  
The Social ◽  
History Of

AbstractTextbooks are explicitly racial texts that offer important insights into national memories of slavery and colonialism. The Dutch have long engaged in the social forgetting of slavery even as race served as an organizing principal during centuries of colonial domination of the Dutch West Indies and Suriname. While the Dutch have recently begun to address their history of enslavement, they have yet to sufficiently address how the discursive legacies of slavery continue to impact the lives of Afro-Dutch descendants of enslaved2 Africans and White Dutch in The Netherlands today. This paper uses qualitative content and discourse analytic methods to examine the depiction of slavery, The Netherlands’ role in the slave trade and enslavement, and the commemoration of slavery in all Dutch primary school history textbooks published since 1980 to address questions of whether textbooks feature scientific colonialism to perpetuate The Netherlands’ social forgetting of slavery in a nation that denies the existence of race even as racialized socioeconomic inequalities persist. A Eurocentric master narrative of racial Europeanization perpetuates Dutch social forgetting of slavery and scientific colonialism to both essentialize Afro-Dutch and position their nation squarely within Europe’s history of enslavement even while attempting to minimize their role within it. Findings have important implications for both The Netherlands and all nations with histories of enslavement as the discourses and histories presented in textbooks impact generations of students, who shape local and national policy regarding racial minorities, racial identities, and ideologies.

Sign in / Sign up

Export Citation Format

Share Document