Political indoctrination through myth building: The New Zealand School Journal at the time of World War 1

Abstract

As the commemorations of the 100th anniversary of World War 1 draw to a close, it is timely to reflect on what we have learnt about that time in our history. This study used the New Zealand School Journal as a data source to investigate what school children were learning about the war at the time. In this article, we discuss the overt and covert messages that New Zealand school children were given about their relationship, first, to the British Empire and, second, to a new distinct New Zealand identity. The World War 1 acts as a pivot point from which to examine the change from myths surrounding the British Empire to a new set of myths springing from the Gallipoli campaign. Our analysis of the School Journal at this time highlights the possible ways in which curricula and curriculum resources can be manipulated and used for political indoctrination.

The Implications of Indoctrination on Children's Creativity: Perception and Analysis of the Collaboration between Teachers and Parents in Semarang City, Central Java, Indonesia

“…All the sources and tools associated with learning or education can be used to initiate indoctrination (Mutch, et al, 2018) but the process depends on the packaging abilities of teachers and parents. For example, an illustration can serve as a source of inspiration for children to continue learning and analyzing the things happening around them and this can be further used to develop and improve their creativity.…”