1960s and 1970s, were very little, if at all, ideologically contaminated—so many, in fact, that it is hard to tell whether they were the exceptions or the rule. The two questions raised below about Romanian children’s literature written under Communism
Children’s Literature in Communist Romania
This article investigates the development of new teaching ideologies in the context of the technocratic ideology of the Cold War. These ideologies did not simply vanish after 1989. The catchwords were “programmed instruction” and “teaching machines”, accompanied by the promise that all students would make efficient learning progress. Although Eastern and Western states fought the Cold War over political ideologies, their teaching ideologies (perhaps surprisingly) converged. This may explain why neither the apparent failure of these educational ideologies nor the end of the Cold War led to the modification of the ideologies themselves, but rather to the modification of devices serving the ideologies.
Raising the Status of a New Secondary School Type by Means of Mathematical Abstraction
Gerrit F. Gorter, Hilda T. A. Amsing, and Jeroen J. H. Dekker
Introduction Textbook analysis is an excellent way of studying how a school subject can be influenced by the dynamics between various educational ideologies 1 and its mother science. 2 This article focuses on economics education as an example of
Do we need to reoccupy student engagement policy?
student engagement is now so prominent because it shares the values of the dominant political ideology. Zepke calls for research to go beyond a marketisation of knowledge, performativity and accountability. Trowler, however, believes that Zepke
: The Failure of the GDR's Economy. The Ideology of “Social Market Economy” and Confusion The statistical analysis of the questionnaires reveals the following main arguments concerning the GDR's economy. The arguments are listed on the x
Rethinking the Influence of Elena Fortún’s Celia
Ana Puchau de Lecea
context of the role of women and girls in society in the 1920s. The second section turns to the reaction of Franco’s censorship corps to these books and their underlying ideology and considers the reception among members of the next generation of writers
Facebook as a shaping force for students’ transitions into higher education
Sally Baker and Eve Stirling
to as the radical transformation of the academy from sites of knowledge production to ‘service providers’, replacing traditional transformative ideologies with market narratives. Over the past three decades, massification of the academy resulting
Representations of Ideal Manliness in Twentieth-Century English Boys’ Annuals
Twentieth-century English boys’ annuals often defined masculinity against notions of the “otherness” of gender, race and class. The children’s annual, which developed as a popular literary form during the Victorian period, was designed to instruct and entertain. Dominant ideologies about gender, race and class were reproduced and reinforced for an uncritical readership. High production values meant that annuals became a form of “hard copy,” re-read by several generations. In boys’ annuals, mid-Victorian styles of masculinity were reiterated during the twentieth century. In these narratives, boy heroes demonstrated superiority to various groups of “others,” thereby modelling and inscribing an increasingly old-fashioned masculinity and preserving older ideologies. Exploring a neglected area of ideological history of gender, this article shows how boys’ annuals presented readers with notions of “masculinity” defined by comparison with “the other,” who might be indigenous, feminine or lower-class.
If nations are “imagined communities”, as many theorists like to define them, then they need an ideology to create a cohesive imagination. In modern times, the project of writing “history” has been an important instrument in the service of this ideological purpose of justifying and reproducing the modern nation-state as the predestined and legitimate container of collective consciousness. School textbooks, at least in South Asia, have long been among the most exploited media for the presentation of the history of the national collective. This essay is a study of school textbooks in Bangladesh. It looks at narrative representations of selected episodes from the past, both pre- and postindependence, in order to reflect on how they construct “history”. Through this work I endeavor to relate textual images to issues of community relations and identity by identifying and sharing the ways in which the audience for nationalist discourse is created, nurtured, and secured through symbolic means.
Mehrunnisa Ahmad Ali, Nashwa Salem, Béchir Oueslati, Marie Andrew, and Lisa Quirke
Representations of Islam in Ontario's social studies textbooks portray a dehistoricized view of a religion that is disconnected from other monotheistic religions. The varied and complex socio-political and ideological locations of Muslims in historical and current contexts are reduced to simplistic, often negative depictions, either as irrational aggressors or victims of poverty and underdevelopment. More nuanced, historically grounded, and multifaceted representations are called for, in order to promote a more inclusive society in Ontario.