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220901 ||| eng |
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|a 9783031058592
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|a Zajda, Joseph
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| 245 |
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|a Discourses of Globalisation, and the Politics of History School Textbooks
|h Elektronische Ressource
|c by Joseph Zajda
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2022, 2022
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| 300 |
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|a XX, 150 p. 1 illus
|b online resource
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|a Chapter 1. Discourses of Globalisation, and the Politics of History Textbooks -- Chapter 2. Discourses of the Politics of History Textbooks -- Chapter 3. Historical Thinking and Historical Narratives in School Textbooks in a Global Culture -- Chapter 4. Key Historical Narratives in School Textbooks in the Russian Federation: 1992-2013 -- Chapter 5. Cultivating Historical Understanding and the Use of Critical Discourse Analysis in Historical Narratives -- Chapter 6. Representing the Russian Revolution in Russian history Textbooks -- Chapter 7. Advantages of Teaching Historical Narratives in History Classrooms
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| 653 |
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|a Education / History
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| 653 |
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|a Historiography and Method
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| 653 |
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|a Sociology of Education
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| 653 |
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|a Education / Curricula
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| 653 |
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|a History of Education
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| 653 |
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|a History / Methodology
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| 653 |
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|a Educational sociology
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| 653 |
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|a Comparative education
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| 653 |
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|a International education
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| 653 |
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|a International and Comparative Education
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| 653 |
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|a Curriculum Studies
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| 653 |
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|a Historiography
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| 653 |
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|a Educational Policy and Politics
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| 653 |
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|a Education and state
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a Globalisation, Comparative Education and Policy Research
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| 028 |
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|a 10.1007/978-3-031-05859-2
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| 856 |
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|u https://doi.org/10.1007/978-3-031-05859-2?nosfx=y
|x Verlag
|3 Volltext
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|a 375
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| 520 |
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|a This book focuses on discourses of the politics of history education and history textbooks. It offers a new insight into understanding of the nexus between ideology, the state, and nation-building, as depicted in history education and school textbooks. It especially focuses on the interpretation of social and political change, significant events, looking for possible biases and omissions, leadership and the contribution of key individuals, and continuities. The book discusses various aspects of historical narratives, and some selected key events in defining identity and nation-building. It considers the role of historiography in dominant historical narratives. It analyses history education, in both local and global settings, and its significance in promoting values education and intercultural and global understanding. It is argued that historical narratives add pedagogies, grounded in constructivist, metacognitive and transformational paradigms, havethe power to engage the learner in significant and meaningful learning experiences, informed by multiple discourses of our historical narratives and those of other nations
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