ORCID Profile
0000-0003-3519-0345
Current Organisation
University of Tasmania
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Publisher: Walter de Gruyter GmbH
Date: 31-03-2022
Publisher: No publisher found
Date: 2021
Publisher: University of Waikato
Date: 24-11-2021
Abstract: This paper draws upon a wider study deploying a ‘Contexts of Influence’ policy analysis framework applied to a developing nation—Nepal. The specific focus of the investigation was a policy into practice analysis of civics and citizenship educational curriculum goals. Themes around teaching and learning related to national identity, democracy, cultural ersity and global education were explored at the macro, meso and micro policy levels. The paper identifies some gaps and tensions in policy making in Nepal within and between the contexts of influence, text production and practice. The findings of this paper indicate that the relationships between the various contexts of influence in Nepal are not quite as dynamic as in some other studies that have applied the policy cycle model. There is an asymmetry of power with the policymakers in charge. The paper reflects upon how both textbooks and teaching practice might benefit from a greater sense of agency and empowerment in order to stimulate more creative and multi-perspectival classroom practice.
Publisher: sowi-online e.V., Bielefeld
Date: 2014
Publisher: Intellect
Date: 09-2017
Abstract: In Pakistan, the school subjects of Social Studies, Civics and Pakistan Studies are explicitly used to construct Pakistani national identity and young people’s sense of citizenship. This article draws upon interviews with 27 Pakistan Studies teachers from a town in the Punjab region of Pakistan. The interviews aimed to explore the teachers’ perceptions and teaching practices with respect to teaching about regional, national and global identity content within the area of Pakistan Studies. The research found that in seeking to reconcile conflicting binary policy discourses most of the teachers continued to subscribe to relatively traditional pedagogical practices constrained by an examination system that overwhelmingly assesses students’ knowledge of textbook content. Most of the teachers had more inclination towards developing students’ national identity based upon Sunni Islamic values rather than multi-layered identities, reflecting more localized cultural ersity or global outlooks and viewpoints.
Publisher: UCL Press
Date: 2021
Abstract: The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal’s relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the ‘macro’ context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the ‘meso’ context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the ‘micro’ context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.
Publisher: Edith Cowan University
Date: 06-2014
Publisher: Informa UK Limited
Date: 02-01-2019
Publisher: Springer Nature Singapore
Date: 2019
Publisher: IUScholarWorks
Date: 29-12-2021
DOI: 10.14434/JOSOTL.V21I4.32757
Abstract: In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability trauma-informed practice and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of in idual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.
Publisher: Informa UK Limited
Date: 14-03-2020
Publisher: HERMES History Education Research Network
Date: 06-05-2021
DOI: 10.52289/HEJ8.210
Abstract: This paper introduces a journal special issue devoted to an exploration of post-colonial history education with contributions from Ghana, Uganda, New Zealand, Canada, Botswana, Nigeria, Cyprus, Lebanon and London. It provides an overview of key issues, tensions and opportunities around decolonising the history curriculum. Relevant contexts such as the ‘History Wars’, subaltern studies, the conception of decolonising the mind and the possibilities of de-colonising pedagogies are explored. History education lenses around critical historical literacy, historical consciousness, multidimensional identities and multi-perspectivity are brought to bear upon the question of re-thinking forms of postcolonial history education. Specific political circumstances inform the nature of history education in every national jurisdiction here the contemporary Black Lives Matter c aign, the fallout from the mismanagement of the fate of the ‘Windrush’ settlers in the UK and the recent focus of protestors globally upon colonial oppressors memorialised in statues frame the authors’ reflections. However, echoing the optimism of most of the special issue contributions, opportunities to build bridges between ided communities, open up more inclusive history curricula to student voices and nuance and complicate homogeneous national narratives are identified and recommended.
Publisher: Intellect
Date: 05-12-2012
DOI: 10.1386/CTL.8.1.55_1
Abstract: This article explores a comparatively undocumented gap in the history of citizenship education in England. Drawing upon archival material from the Civic Education League, the study analyses calls for citizenship education around the time of the First World War and its aftermath. On the face of it social and political circumstances after 1918 were propitious for citizenship education. The article goes on to explain why arguments in favour of enhancing citizenship education in schools failed to gain significant purchase.
Publisher: Springer Science and Business Media LLC
Date: 09-01-2020
Publisher: Edith Cowan University
Date: 08-2018
Publisher: Common Ground Research Networks
Date: 2021
Publisher: SAGE Publications
Date: 2013
Abstract: This article explores how teaching about identity in Australia has been framed by the recent historical and political context. It analyses the influential characterisation of Australian identity during John Howard's period in office between 1996 and 2007. The findings of Australian education researchers relating to young people's sense of what it means to be Australian are reviewed. The author goes on to discuss the curriculum content, language, and underpinning intellectual frameworks of key areas of the emerging Australian Curriculum. Methodologically, the article draws upon the tools of critical policy and discourse analysis. The History, Geography, Civics and Citizenship curricula and related cross-curricular priorities are analysed in relation to their articulation of learning about identity. Some conclusions are drawn as to how Australian teachers can best be supported to address issues relating to identity in their school contexts. The author argues that teachers need help in developing the skills and confidence to see the emerging Australian Curriculum as a framework and not a straitjacket which prevents them from exploring unarticulated identity issues. He further concludes that there need to be curriculum opportunities to explore the political dimensions of identity issues in critical and participative ways.
Publisher: Intellect
Date: 03-2020
DOI: 10.1386/CTL_00021_1
Abstract: Citizenship and political education has increasingly been identified as an important component in educating young people for democratic citizenship. The National Curriculum Framework for School Education in Nepal 2007, the Nepalese social studies school curriculum, and textbooks explicitly underline the promotion of a democratic system and culture along with the development of civic and citizenship skills among Nepalese citizens. This article reports on a qualitative analysis of selected civic awareness images in Nepalese social studies textbooks using a ‘visual grammar’ framework. The analysis reveals that the images attempt to promote a message of national unity and respect for ersity in the country. However, the low quality black and white images and textbooks have some adverse teaching and learning implications for teachers and students and tend towards idealized representations.
Publisher: Springer Science and Business Media LLC
Date: 29-09-2022
Publisher: Informa UK Limited
Date: 02-10-2014
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Start Date: 2013
End Date: 2015
Funder: Department of Education Tasmania
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