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Gargi Gangopadhyay

, creating a framework that continues to determine the lives of middle- and upper-middle-class Bengali children to this day. The shift from the village home or desh to the rented urban dwelling or basha caused an enormous change in the social lives of

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Florian Berding and Ilka Lau

Epistemic beliefs are individuals’ beliefs about knowledge and knowing. Research assumes that epistemic messages embedded in learning materials shape learners’ beliefs. In order to provide information about these epistemic messages, this article analyzes 4,169 accounting exercises and 1,265 marketing exercises found in training textbooks for retailers, wholesalers, bank assistants, and industrial business management assistants. A latent class analysis identifies four types of exercises. The findings indicate that most epistemic messages emphasize knowledge that consists of stable, interconnected elements that are not useful for professional situations. Knowledge is transmitted by an authority and does not need to be justified. This article provides ideas on the basis of which exercises in textbooks may be revised.

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Conceptions of Nation and Ethnicity in Swedish Children's Films

The Case of Kidz in da Hood (Förortsungar, 2006)

Anders Wilhelm Åberg

Swedish children's films frequently deal with issues of nation and ethnicity, specifically with “Swedishness”. This may be most obvious in films based on the works of Astrid Lindgren, which abound with nostalgic images of the national culture and landscape. However, films about contemporary Sweden, such as Kidz in da Hood (Förortsungar, 2006) address these issues too. Kidz in da Hood is about children in the ethnically diverse suburbs of Stockholm and it tells the story of a young fugitive, Amina, who is cared for by a young bohemian musician. It is, interestingly, a remake of one of the first Swedish children's films, Guttersnipes (Rännstensungar, 1944). In this article I argue that Kidz in da Hood is a contradictory piece, in the sense that it both celebrates and disavows “Swedishness”, as it substitutes the class conict of Guttersnipes for ethnic conflict.

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A Useless Subject?

Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day

Paolo Bianchini and Maria Cristina Morandini

’Azeglio, expressed well the concern of the governing classes of Italy emerging from the Risorgimento, who claimed, “We have made Italy, now we must make Italians.” 2 To attain this goal, the nineteenth-century political liberal class undertook a circuitous course of

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Eulalia Guzmán and Walt Disney’s Educational Films

A Pedagogical Proposal for “Literacy for the Americas” in Mexico (1942–1944)

María Rosa Gudiño Cejudo

Translator : Stephen Torgoff

worked in Mexico City and in Cuernavaca, Orizaba, Taxco, and other cities. They designed experimental classes where they screened the films Malaria and Corn and observed audience reactions. They visited various Mexican schools, organized seminars with

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“Hitlermania”

Nazism and the Holocaust in Indian History Textbooks

Basabi Khan Banerjee and Georg Stöber

and religious terms in India. In Vedic India, aryan referred to the noble class, while the term Aryavarta , meaning “settlement of the Aryans,” was used to designate a geographical area between the Himalaya and Vindhya mountain ranges, the Bay of

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Jingyi Li

by economic, ideological, and social class conditions. “Common sense” may vary among different social classes. Evidence shows that both NV English and PEP English are geared toward urban people and middle-classes. For example, middle-class

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Monica Reichenberg

Mean SD Min. Max. Textbook plan 2.80 0.67 2 4 Textbook support 2.19 0.66 1 4 Textbook exercises 2.41 0.69 1 4 Read aloud 3.36 1.25 1 5 Read every day 3.87 1.05 1 5 Read group 3.15 1.03 1 5 Read group teach 3.50 1.00 1 5 Read class 3.48 1.06 1 5 Read

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Ander Delgado

workers resulting from the social division described above. In order to deal with the situation faced by the langileria (working class), Ulgade proposed the creation of two organizations. The first would aim to secure political power for the working

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“The Community is Everything, The Individual is Nothing”

The Second World War in Russian History Education

Dagmara Moskwa

publications with the practical perspective (the way teachers conduct classes about the war). In this article, I will attempt to show how the Russian Federation is expanding control over history teaching and why this policy is not always socially effective