Informal patriotic education in Poland: Homeland, history and citizenship in patriotic books for children

McDermid, Catriona

doi:10.18546/lre.18.1.05

Cited by 5 publications

(3 citation statements)

References 30 publications

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“…Furthermore, these books appear to be grounded in heteronormative constructions, suppressing queer content to minimize its presence among readers (Crisp, 2017). Despite attempts to promote certain themes in a modern and inclusive manner, such as patriotism, these books may inadvertently perpetuate ideas that could be exclusionary or hierarchical in determining who is legitimately considered part of a national community (McDermid, 2020).…”

Section: Characteristics Of Nonfiction Picturebooksmentioning

confidence: 99%

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Muela,

Tabernero,

Hernández

2024

AJLL

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This study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children’s Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children’s multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices.

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Section: Characteristics Of Nonfiction Picturebooksmentioning

confidence: 99%

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Muela,

Tabernero,

Hernández

2024

AJLL

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“…The history of patriotic education in various countries, such as China [18], Poland [26], Japan [27], Russia [28], and the United States [3] has gone through respective development process, where patriotic education adapts for roiling socioeconomic trends. Nowadays, the economic globalization and technology convergence has plunged patriotic education into a series of challenges, such as media fragmentation, political multi-polarity, cultural diversity, and social informatization [29].…”

Section: Current Problem With Patriotic Educationmentioning

confidence: 99%

“…It is logically followed by a series of phenomena such as cultural and political homogenization, consumerism, historical nihilism, neo liberalism, internationalism. [26,22]. Though some of these phenomena have played positive roles under certain scenarios, the social polarization could be catastrophic in its worst shape-intra-national conflicts in multi-races countries, and international conflicts around the world.…”

Section: Current Problem With Patriotic Educationmentioning

confidence: 99%

Research on Patriotic Education Based on a Community with a Shared Future for Mankind

Zhang¹,

Zhou²,

Sheng³

2023

etconf

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In the context of economic globalization, nations all over the world are looking forward to activate participation in economic activities while maintaining clear national boundaries under the economic and ideological centrifugal force. The chairman of the People's Republic of China put forward the value concept of building a community with a shared future for mankind, and promoted people to work together. We discussed the function of patriotic education in materializing this concept via comparative analysis of related ideological phenomena in various temporal and geographic scope. Then we make a meta-analysis of the related research, identify some problematic tendencies in the current patriotic education, and propose suggestions for from three aspects including cognition, affection and pedagogical methods. This study enriches the understanding of the rational patriotic education, which is the foundation of the community with a shared future for mankind, where countries can develop together while upholding respective political and cultural characteristics.

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Comparative portrayals of the British Empire in history textbooks, 1920s–2020s: influences, paradigms and historical frameworks

McDermid,

Foster

2024

History Education Research Journal

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Debates over the content, aims and purpose of school history are salient features in educational landscapes across the world, and in recent years in the UK many such debates have focused on how the history of the British Empire should be taught in schools. With the aim of better understanding how British imperial histories are, and have been, approached in English classrooms, this study compares two samples of history textbooks, one of books published between 1920 and 1939, and the second of books published between 2015 and 2023. Additionally, the study explores changing traditions in English history education more generally, and in particular compares how histories of the British Empire have been narrated under the influence of two pedagogical traditions: the ‘great tradition’, which dominated English history education for most of the twentieth century until the 1970s, and ‘new history’, which came to dominate from the early 1970s onwards, and which was particularly influenced by the establishment of the Schools Council History Project in 1972. A complex range of factors have influenced how histories relating to the British Empire have been narrated in textbooks over the years, but the study particularly considers the extent to which the founding principles of the Schools Council History Project continue to influence how histories are narrated half a century after the establishment of the project, and what implications this might have in the context of empire histories specifically. We also consider how such patterns may influence further developments in textbook portrayals of British imperial history in the future.

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Informal patriotic education in Poland: Homeland, history and citizenship in patriotic books for children

Cited by 5 publications

References 30 publications

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Research on Patriotic Education Based on a Community with a Shared Future for Mankind

Comparative portrayals of the British Empire in history textbooks, 1920s–2020s: influences, paradigms and historical frameworks

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