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Studies Curriculum (studies + curriculum)
Selected AbstractsTeaching Peace: Lessons from a Peace Studies Curriculum of the Progressive EraPEACE & CHANGE, Issue 1 2000Susan Zeiger The historical roots of peace education as a school reform movement can be traced to the progressive era in the United States. This essay offers a content analysis of the first comprehensive peace education curriculum, published in 1914 by the American School Peace League, under the direction of Fannie Fern Andrews. Examining the curriculum raises fundamental questions about the teacher's role in social change; it also reveals ideological tensions within the peace movement of the WorldWar I period. [source] A Curriculum of Aloha?CURRICULUM INQUIRY, Issue 3 2000Colonialism, Tourism in Hawai, i's Elementary Textbooks In this article I question the efficacy of (post)colonial Hawai,i's seemingly progressive Hawaiian studies curriculum by proceeding through a detailed textual analysis of the curriculum's core textbooks and instructional guides. Building upon Foucault's work in discourse genealogy and new historicism's technique of reading a text alongside an unlikely partner from another genre, I demonstrate how the images of Hawai,i and Hawaiians represented in the Hawaiian studies curriculum are strikingly similar to the images that were first projected upon Hawaiians by early colonial voyagers and have since been perpetuated through Hawai,i's visitor industry. By juxtaposing the school texts with documents used for the training of tourist industry workers, I explore how the material interests of the visitor industry are expressed in a curriculum that attempts to interpellate young Hawaiian students as low-paid tourist industry labor. In giving an example of how a well-intended curricular inclusion effort has had unintended, paradoxical effects, I raise difficult questions about the inclusion of underrepresented minority groups in the school curricula of (post)colonial societies in which colonialist economic- and psychodynamics continue to exist. Turning the logic of visibility politics on its head, I send a warning to all indigenous and disadvantaged groups engaged in parallel struggles across the globe, cautioning them to think closely before lobbying for inclusion in area studies curricula that may ultimately do more damage than good. [source] THE CLASSROOM AS THE FIELD FOR STUDYING GEOGRAPHICAL EDUCATIONGEOGRAPHICAL REVIEW, Issue 4 2001L. JEAN PALMER-MOLONEY ABSTRACT. Recent attempts by U.S. politicians to reform the nation'sschools have shifted the goal of education to school accountability as assessed in standardized testing. Such an emphasis undermines geographical education in schools because of geography'ssuperficial representation in tests and in the social studies curriculum. Fieldwork done in the classroom can point to means of circumventing this dilemma. Collaborative fieldwork between college faculty members and public-school teachers has the potential for adding geography to the social studies curriculum in a substantive way. Work conducted jointly by Hartwick College and the Oneonta (New York) Middle School exemplifies such a partnership. [source] ,Education for sustainability' in the business studies curriculum: a call for a critical agendaBUSINESS STRATEGY AND THE ENVIRONMENT, Issue 3 2005Delyse Springett Abstract The critical theorization of education for sustainability developed from the earlier political conception of ,education for the environment'. This critical perspective underpins the theory of education for sustainability that the paper introduces, and informs the goals, structure and content of the post-graduate course that it describes. It is posited that education for sustainability challenges the ,rationality' of the capitalist paradigm of production and consumption, thereby providing a challenge for the tertiary curriculum in general and for the business curriculum in particular. A ,window' is provided on the way in which theory drives the narrative of sustainability in the course, ,Business and Sustainability', and a brief overview of the course introduces the pedagogical approach based in action methods as well as insights from student self-reflection and course evaluation. Copyright © 2005 John Wiley & Sons, Ltd and ERP Environment. [source] | ||||||||||