By employing historiography and discourse analysis, the book explores the complex relationship between ideologies, state narratives, and nation-building as reflected in history school textbooks. It scrutinizes interpretations of social and political changes, highlighting biases and omissions, particularly in the context of the 'Europeanization' of history education within the EU. The analysis draws parallels from public debates in countries like the USA, China, and Russia, emphasizing the global implications of how history education shapes national identity and political discourse.
Focusing on the global discourse surrounding engagement and motivation in education, this book explores their significant effects on teachers and students alike. It delves into how engagement influences student motivation and well-being, while also assessing inclusive classroom models that enhance performance. Key topics include the interplay of cultural identities, individual personalities, intelligence, social learning, and collaborative group dynamics, alongside the critical role teachers play in fostering an engaging learning environment.
The book examines the interplay between ideology, state influence, and nation-building in history education and textbooks. It delves into how social and political changes, significant events, and the roles of key individuals are interpreted, highlighting potential biases and omissions. By analyzing these discourses, it provides a fresh perspective on the implications of history education in shaping national identity and understanding historical narratives.
Focusing on values education, the book critiques prevailing discourses and debates related to cultural identity amid increasing social stratification and unequal educational access. It examines the interplay between globalization, state ideologies, and educational approaches, highlighting the complex relationships that shape values education. Additionally, it offers insights into conceptual frameworks and methodologies for researching values education, multiculturalism, and identity politics, providing a comprehensive analysis of these critical issues in contemporary education.
Focusing on inclusive schooling and motivational environments, the book explores the impact of students' identity and belonging on academic performance. It emphasizes the importance of cognitive, cultural, emotional, and social capital in achieving educational success. The analysis includes shifts in methodologies for fostering engaging learning environments, addressing cultural identity, and implementing motivational strategies. Additionally, it examines constructivist pedagogy, critical thinking, social constructivism, and values education in enhancing classroom experiences.
The book delves into the influence of motivation theories on educational settings worldwide, highlighting their effects on teacher dynamics and student engagement. It explores how these theories contribute to student well-being, academic success, and equity, while also addressing global competitiveness. By examining cognitive, social cognitive, affective, and psycho-motor domains, the work emphasizes strategies for enhancing student performance and the overall classroom experience.
Focusing on global discourses around effective learning environments, the book explores innovative strategies aimed at reducing discrimination in schools. It discusses future directions for educational and policy reforms that promote equality, social justice, and equitable access to quality education for all students.
The book explores the interplay between cultural identity and academic success in learning environments worldwide. It emphasizes the importance of cultural and social capital in shaping student achievement and discusses motivational strategies that boost engagement and performance. Additionally, it highlights effective teaching methods and advocates for quality education accessible to all, making it a comprehensive resource for understanding the dynamics of learning in diverse contexts.
Globalisation and National Identity in History Textbooks: The Russian Federation, the 16th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, discusses trends in dominant discourses of identity politics, and nation-building in school history textbooks in the Russian Federation (RF). The book addresses one of the most profound examples of the re-writing of history following a geo-political change. Various book chapters examine debates pertaining to national identity, patriotism, and the nation-building process. The book discusses the way in which a new sense of patriotism and nationalism is documented in prescribed Russian history textbooks, and in the Russian media debate on history textbooks. It explores the ambivalent and problematic relationship between the state, globalisation and the construction of cultural identity in prescribed school history textbooks. By focusing on ideology, identity politics, and nation-building, the book examines history teachers’ responses to the content of history textbooks and how teachers depict key moments in modern Russian history. This book, an essential sourcebook of ideas for researchers, practitioners and policymakers in the fields of globalisation and history education, provides timely information on history teachers’ attitudes towards historical knowledge and historical understanding in prescribed Russian history textbooks.
This book, the seventeenth instalment in the 24-volume series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, the state and human rights education reforms, setting it in a global context.
