Stuart J. Foster – författare & böcker

Historical Empathy and Perspective Taking in the Social Studies

AvO. L. Davis Jr.,Elizabeth Anne Yeagerm. fl.

Häftad, Engelska, 2001

667 kr

Skickas inom 5-8 vardagar

Contributors to this volume offer insights from the discipline of history about the nature of empathy and the necessity of examining perspectives on the past. On the basis of recent classroom research, they suggest tested guides to more robust teaching. The contributors insist that with experienced history and social studies teachers, students can learn many historical details and, with the use of empathy, develop deepened and textured interpretations of the history that they study.

What Shall We Tell the Children? International Perspectives on School History Textbooks

AvStuart J. Foster,Keith A. Crawford

Häftad, Engelska, 2006

601 kr

Skickas inom 5-8 vardagar

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not “our knowledge” born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

What Shall We Tell the Children? International Perspectives on School History Textbooks

AvStuart J. Foster,Keith A. Crawford

Inbunden, Engelska, 2006

1 063 kr

Skickas inom 5-8 vardagar

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not “our knowledge” born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

War, Nation, Memory

International Perspectives on World War II in School History Textbooks

AvKeith A. Crawford,Stuart J. Foster

Häftad, Engelska, 2007

567 kr

Skickas inom 5-8 vardagar

The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world’s population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted “truth” about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing “neutral” knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

War, Nation, Memory

International Perspectives on World War II in School History Textbooks

AvKeith A. Crawford,Stuart J. Foster

Inbunden, Engelska, 2007

1 056 kr

Skickas inom 5-8 vardagar

The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world’s population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted “truth” about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing “neutral” knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

Highly Favoured

Our Powerful God''s Covenant with You

AvStuart J Foster

E-bok

Engelska, 2019

159 kr

Läs direkt efter köp

We all long for healthy and successful families and relationships, but this dream often seems out of our reach. We may look to spiritual powers such as diviners, prayer, or church to help us meet our basic needs – from income to health to relationships.

Highly Favoured encourages us that the God of the Bible is not unreliable or inaccessible like the spiritual beings in African traditional religions. In the Bible, the all-powerful God deeply desires a relationship with his people. He chooses to have a covenant relationship with his people. We do not have to earn God’s favour. He lays out the terms for blessing and punishment, and he is completely faithful to abide by them. No matter what happens, God’s commitment to his people is unshakeable. If we choose a relationship with God, it is both secure anddemanding – and much better than we dared to imagine. We are within his mighty protection and he gives us the power of his Spirit, but we can turn to no other powers besides him.

“You will be my people and I will be your God.” This is God’s promise throughout the Bible. This book leads you to discover what this deep truth means for your life, using African proverbs, relatable stories, and familiar illustrations to bring the message home. You will finish this book with a shining confidence in God’s unfailing love for you, a reassurance of his amazing favour, and a fresh passion for his Word.

Are you struggling with the question of belonging? Do you feel unsatisfied with life? Let this small book show you the big story that God is writing for you.— Dr Frew Tamrat, Vice-Principal, Evangelical Theological College, Ethiopia

What Shall We Tell the Children? International Perspectives on School History Textbooks

AvKeith A. Crawford,Stuart J. Foster

E-bok

Engelska, 2006

432 kr

Läs direkt efter köp

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not "e;our knowledge"e; born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

War, Nation, Memory

International Perspectives on World War II in School History Textbooks

AvStuart J. Foster,Keith A. Crawford

E-bok

Engelska, 2007

407 kr

Läs direkt efter köp

The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted "e;truth"e; about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing "e;neutral"e; knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

War, Nation, Memory

International Perspectives on World War II in School History Textbooks

AvStuart J. Foster,Keith A. Crawford

E-bok

Engelska, 2007

611 kr

Läs direkt efter köp

The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world's population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted "e;truth"e; about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing "e;neutral"e; knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present.

What Shall We Tell the Children? International Perspectives on School History Textbooks

AvKeith A. Crawford,Stuart J. Foster

E-bok

Engelska, 2006

647 kr

Läs direkt efter köp

The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it.

The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not “our knowledge” born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it. We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.

Företag, bibliotek eller offentlig verksamhet?

Stuart J. Foster – författare

Historical Empathy and Perspective Taking in the Social Studies

What Shall We Tell the Children? International Perspectives on School History Textbooks

What Shall We Tell the Children? International Perspectives on School History Textbooks

War, Nation, Memory

War, Nation, Memory

Highly Favoured

What Shall We Tell the Children? International Perspectives on School History Textbooks

War, Nation, Memory

War, Nation, Memory

What Shall We Tell the Children? International Perspectives on School History Textbooks

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