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The Palgrave Handbook of History and Social Studies Education
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
Developing intercultural competence through education (Pestalozzi series No. 3)
This is the third book in the Pestalozzi series. The first, Teacher education for change, dealt with the underlying philosophy of the Pestalozzi Programme and its approach to education in general and teacher education in particular. The second Intercultural competence for all, looked at the various implications of promoting the development of intercultural competence as a main concern of mainstream education. This work takes a step further towards the full integration of intercultural competences as a key element within the education system. It aims at offering an educational rationale and conceptual framework for the development of intercultural competence, as well as a clear description of its constitutive elements to be developed in and through education.
Understanding the Constructions of Identities by Young New Europeans
How do young people construct their identities in the complexity of their own country, belonging to the European Union, and being part of global society? This book is based on a unique empirical study of a thousand young people, aged between eleven and nineteen, from fifteen European countries. Covering East European states that joined the EU be
New Perspectives on the Greek War of Independence
This book marks the 200-year anniversary of uprisings in the Ottoman Balkans between February and March 1821, which became known in the West as the beginnings of the Greek War of Independence (1821–1832), and led to the formation of the modern Greek state. It explores the war and its impact on societies involved by delving into the myths that surround it, the realities that have often been ignored or suppressed, and its lasting legacies on national identities and histories. It also explores memory and commemoration in Greece, in other countries impacted, and the Greek diaspora. This book offers a fresh perspective on this pivotal event in Greek, Ottoman, Balkan, Mediterranean, European, and world histories. It presents new research and reflections to connect the war to wider history and to understand its importance across the last 200 years.
Reimagining Civic Education
This volume surveys the new global landscape for democratic civic education. Rooted in qualitative researc, the contributors explore the many ways that notions of democracy and citizenship have been implemented in recent education policy, curriculum, and classroom practice around the world. From Indonesia to the Spokane Reservation and El Salvador to Estonia, these chapters reveal a striking diversity of approaches to political socialization in varying cultural and institutional contexts. By bringing to bear the methodological, conceptual and theoretical perspectives of qualitative research, this book adds important new voices to one of educationOs most critical debates: how to form democratic citizens in a changing world.
The Archbishops of Cyprus in the Modern Age
Cyprus Historical and Contemporary Studies Since the onset of Ottoman rule, but more especially from the mid-18th Century, the archbishops of the autocephalous Cypriot Orthodox Church have wielded a great deal of political power. Most people of a certain age will remember the bearded monk who became a Greek nationalist politician and the first President of the Republic of Cyprus in 1960, Archbishop Makarios III. Indeed his presence at Madame Tussaud’s is a reminder of his stature. But were all Cypriot archbishops such political and powerful Greek nationalists? This study is unique in its exploration of the peculiar role of the archbishop-ethnarch and, as such, offers valuable historical and political insights into the phenomenon. This book offers a political history of religious authorities in the pre-modern, modern, and post-modern eras. It examines how nationalist politics evolved and was co-opted by religious authorities in order to re-establish political hegemony from a secular European colonial power, and the consequences this entailed after the end of the British empire.
Inequality and Flourishing
It is no surprise that Christians have long been involved in education - the quest for human flourishing and wholeness is at the heart of the gospel, and education is critical to that quest. Good education has the power to transform our relationships with ourselves, with each other, with and within communities and ultimately between nation states. But what is surprising is our theological silence in the face of the deep injustices which lie at the heart of our education system. In Inequality and Flourishing, Mariama Ifode-Blease explores and exposes these inequalities, and calls for a greater remembrance of the bountiful and daunting gift of stewardship we have as we educate young people. Drawing on interviews, she offers a fresh vision of education as being about giving children the best tools to be stewards of their minds and bodies, our communities and ultimately our planet.
Arts and Cultural Education in a World of Diversity
This volume gathers, analyses, discusses and evaluates results of current research on arts and cultural education in Europe, focusing on the challenges of cultural diversity. Cultural diversity is an increasingly characteristic feature of contemporary societies. Groups with different ethnic, social or cultural backgrounds coexist, interact and merge. The challenges of cultural diversity – its innovative potential as well as tensions and conflicts – are reflected in transnational discourses on education, culture, democracy, and citizenship. Transcultural approaches, multicultural education, and intercultural learning are key concepts. The same challenges are reflected in arts and cultural education within and outside schools, in teachers’ and artists’ training, cultural and educational policies, and research. The thirteen chapters in this book report on nine countries represented in the European Network of Observatories in the Field of Arts and Cultural Education (ENO). They showcase good practices in research and teaching, foster the exchange of experiences, stimulate researchers and stakeholders and give insights into their professional practices.
European Identity at the Crossroads
This study deals with the development, existence, and dilemmas concerning European identity among youth in Europe. It compiles the results of a research conducted within the Comenius project "Perception, Attitude, Movement - Identity Needs Action (PAM-INA)." The eight participating institutions in the PAM-INA project were from Germany, Slovenia, France, Greece, Poland, Northern Ireland (UK), Cyprus, and Sweden. The authors from the respective countries discuss the results and present their views on the issue of European identity and citizenship. (Series: Learning Europe. Perspectives for Teaching European Cultural Studies / Europa lernen. Perspektiven fur eine Didaktik europaischer Kulturstudien - Vol. 3)
Assassination in Colonial Cyprus in 1934 and the Origins of EOKA
This book explores the assassination of Antonios Triantafyllides, a leading Cypriot lawyer and politician, in British colonial Cyprus in January 1934. This event has been the infamous subject of rumours since its occurrence and a taboo subject for Cypriot society and historians alike, as the event has been silenced or dismissed. This book explores the assassination in its broadest possible context by situating it within the broader events within the British Empire, the region and the world more generally at that time. The basis for the exploration is a ‘community of records’ through which all the evidence is sifted, reading it both with and against the grain, in order to provide the most likely answer to who was really behind this mysterious cold case. Through rigorous analysis, this book concludes that those who most likely masterminded the assassination supported radical right-wing extremist pro-enosis nationalism and were subsequently also prominent in forming the EOKA terrorist group in the 1950s.
