History education for nation building and state formation: The case of Singapore

Chia, Yeow-Tong

doi:10.1386/ctl.7.2.191_1

Cited by 13 publications

(4 citation statements)

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“…The role of History as a school subject has now evolved to contemporary notions of providing historical awareness and consciousness (Lee, 2011;Lee & Ashby, 2000;Barton & Levstik, 2004: Seixas, 2006. Governments often use History as a tool for legitimization (Lévesque, 2008;Taylor, 2006, Chia, 2012. Thus, History education has been harnessed to furthering national goals.…”

Section: Introductionmentioning

confidence: 99%

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia

Kabombwe¹,

Mulenga²

2019

Y&T

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The study investigated teachers of History's implementation of the competency-based teaching approaches in the teaching and learning of History in Lusaka district, Zambia. A mixed-methods approach particularly the explanatory sequential design was used in this study. The study focused on schools in Lusaka from the ten zones. The total sample size of this study was 99. A total of 80 teachers participated in this study and 10 of them were interviewed. The participants were randomly and purposively selected. A questionnaire was used to gather information from the teachers. Interview guides were also used to collect data from one Chief Curriculum Specialist, one Subject Curriculum Specialist, 2 Standard Officers, 5 Head-Teachers, 10 Heads of Sections and 20 Teachers. Classroom lesson observations and document analysis were also done. Quantitative data was analysed using the statistical package for social sciences (SPSS) and qualitative data was analysed thematically. The findings of the study revealed that 67% of the teachers of History did not understand the concept of the competencybased curriculum or outcome-based curriculum. It was also revealed that teachers of History were not using the competency-based or outcomesbased approaches to a large extent in the teaching and learning of History in the selected secondary schools because they did not have the knowledge and skills of the competency-based approaches. Thus, it was recommended that the Ministry of General Education (MoGE) should strengthen the in-service training and continuous professional development meetings in schools and zones for the competency-based curriculum to be successfully understood and implemented effectively in schools.

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Section: Introductionmentioning

confidence: 99%

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia

Kabombwe¹,

Mulenga²

2019

Y&T

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“…The literature review shows that history education at the school level plays a vital role not only in knowledge transmission but also in the national building process, developing national identity and informed citizenry (Kymlicka, 2002;Janmaat, 2007;Zajda, 2007;Chia, 2012;Trošt, 2019;Keynes, 2020) . History textbooks are perceived then as a powerful cultural, ideological, political, and socialization tool .…”

Section: Original Research Projects Oryginalne Artykuły Badawczementioning

confidence: 99%

Underrepresented and Excluded from the Public Sphere: Women of Solidarity in Polish History Textbooks

Hejwosz-Gromkowska,

Hildebrandt-Wypych

2023

PBE

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The paper aims to analyze the Solidarity movement’s textbook narratives, focusing on women’s representation in the history textbooks used in upper-secondary schools between 1991-2018. Quantitative methods were used to measure different categories of historical figures (men/women) in terms of their frequency and textual space. To explore the values and ideologies embedded in the textbook narratives of Solidarity, the study was guided by the qualitative approach and the critical discourse analysis of both verbal and visual texts. Women consequently remain outside the historical narrative of Solidarity as a marginalized group. Stereotypical images and underrepresentation of women in history textbooks provide a distorted version of social reality, acknowledging that political and social activism belongs to the public sphere occupied by men. Moreover, it reproduces the view that women do not belong to the public sphere and cannot be leaders because they are positioned in the private sphere. From the perspective of citizenship education, such a strand reproduces or/and reinforces social inequalities.

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“…As historiography, this is often included in national curricula and is associated with the inculcation of civic values in particular, according to Chia, the formation of a national identity. 37 Developments of legitimacy have often gone hand-in-hand with urban development in the case of Taiwan. And while the advancement of an urban landscape may play a lesser role, there are far more claims made on it for public history and public culture than is realised.…”

Section: The Grounds Of the 921 Earthquake Museum (Public Domain)mentioning

confidence: 99%

The 1935 Hsinchu-Taichung Earthquake

Alsford¹

2020

Public History Review

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The history of natural disasters in Taiwan has frequently been linked to the practice of historical preservation, archival science, oral history, and museum curatorship. All are collectively hallmarks of a broad range of activities that fall under the umbrella of public history. The problem for Taiwan, however, concerns the legitimacy. Taiwan does not have a single national narrative. It has been subjected to waves of colonialism since the seventeenth century and does not presently have a fully post-colonial narrative. The earthquakes discussed in this paper occurred in two different periods of colonisation. In order to situate the history of earthquakes into a public history discourse, the field of earthquake-based research in Taiwan has to incorporate different audiences and integrate into a much broader understanding. By this, I mean that the present regimental academic disciplines in Taiwan need to be cross disciplinary, especially since public history is by its very nature collaborative. It illuminates a shared authority over a much wider area. It needs to. It is my argument that it is in digital humanities that Taiwanese academics work best in collaboration. Efforts have been made to digitise the personal experiences of those involved in typhoon reconstruction efforts. A natural synergy, therefore, for the understanding of earthquakes, as public history, is to emphasise access and broad participation in the creation of knowledge. Digital humanities enables this. Attention to this is particularly important in historical preservation of particular sites on an island that frequently develops and re-develops brownfield sites.

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History education for nation building and state formation: The case of Singapore

Cited by 13 publications

References 0 publications

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia

Underrepresented and Excluded from the Public Sphere: Women of Solidarity in Polish History Textbooks

The 1935 Hsinchu-Taichung Earthquake

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