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Keith Crawford

This article offers a critical exploration of social studies textbooks and allied curriculum materials used in New South Wales primary schools between 1930 and 1960, and of the way in which these texts positioned, discussed, and assessed Aboriginal Australians. With reference to European commitments to Enlightenment philosophies and social Darwinian views of race and culture, the author argues that Aboriginal peoples were essentialized via a discourse of paternalism and cultural and biological inferiority. Thus othered in narratives of Australian identity and national progress, Aboriginal Australians were ascribed a role as marginalized spectators or as a primitive and disappearing anachronism.

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Catherine Broom

This paper presents an overview of British Columbia's (B.C.) educational history, interwoven with descriptions of textbooks. Focusing on social studies textbooks, this article explores change and continuity in the history of public schooling, paying attention to whether citizens were conceptualized as active, passive, or patriotic citizens. It identifies four key periods: the establishment of public schools in B.C., the rise of the Progressivist movement in the 1930s and reaction to it, advocacy of Bruner's structure of disciplines in the 1960s, and pendulum swings in philosophic orientations in the latter part of the twentieth century. The article illustrates connections between contemporary philosophies and textbooks, and identifies continuity and change in the content and aims of the textbooks.

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Jessica Prioletta

’ access to the different spaces of the classroom play environment. The data shows that liberal notions of equality worked to perpetuate Jean-Jacques Rousseau’s and Plato’s historical philosophies of education and gender. Drawing on Jane Roland Martin

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More Than Just a Simple Refrain?

The Figure of the Girl in International Cinema

Elspeth Mitchell

divided, make this clear with, for example, titles like “Philosophies of Girlhood in Film” and “Sonic Youth: Girlhood, Music and Identity” that guide the reader into different areas of concern. Different perspectives are also offered on what constitutes

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Denis Vuka

Jeremy Jennings, ed., Georges Sorel: Reflections on Violence (Cambridge: Cambridge University Press, 1999), 13. 21 Chiara Bottici, A Philosophy of Political Myth (New York: Cambridge University Press, 2007), 163. 22 Henry Tudor, Political Myth

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Solveig Roth and Dagny Stuedahl

Performance, Agency: The Analytic Force of ‘Performativity.’ ” In Philosophy of Education Archive , ed Barbara S. Stengel , 260 – 268 . Urbana, IL : The Philosophy of Education Society . Statistics Norway . 2018 . “ Immigrants and Norwegian-born to

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April Mandrona

and age specific issues faced by contemporary girls and the urgent need for responsive research theories and practice, the girl as a focus area of moral philosophy or feminist ethics is notably absent. Additionally, feminist ethics such as care

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Empowering Critical Memory Consciousness in Education

The Example of 22 July 2011 in Norway

Alexandre Dessingué and Ketil Knutsen

on the Philosophy of History. Illuminations: Essays and Reflections , trans. Harry Zohn (New York: Schocken Books, 1969) and Michel De Certeau, L' écriture de l' histoire (Paris: Gallimard, 1975). 21 Hayden White, Metahistory: The Historical

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Jingyi Li

virtue rather than by the use of coercive laws. In practice, themes in Confucian philosophy matured into the preoccupation with humanity, ritual, filial piety, relations between juniors and seniors, and loyalty (see table 2 ). Confucius largely provides

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Daniela R. P. Weiner

Textbook Centers and source libraries were tangible representations of a philosophy of textbook revision that was evident in both occupied Italy and in the American and British zones of Germany. It was important to the occupiers in all three areas that as