東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A historical study of citizenship ed...

Broom, Catherine Anne.

FindBook

Google Book

Amazon

博客來

A historical study of citizenship education in British Columbian Social Studies guides.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A historical study of citizenship education in British Columbian Social Studies guides./
作者:	Broom, Catherine Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
面頁冊數:	276 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2185.
Contained By:	Dissertation Abstracts International69-06A.
標題:	Education history. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR40998
ISBN:	9780494409985

A historical study of citizenship education in British Columbian Social Studies guides.
Broom, Catherine Anne.

A historical study of citizenship education in British Columbian Social Studies guides. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 276 p.

Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2185.

Thesis (Ph.D.)--Simon Fraser University (Canada), 2007.

I analyse Social Studies guides released during the twentieth 20 th Century in British Columbia, focusing on their conceptualizations of good citizens and associated pedagogies. I study citizenship education, as this has been one of the primary aims of Social Studies since the course was conceptualized in the United States. Further, citizenship education is currently topical, and I was interested in the connections between power and knowledge (Foucault, 1980), as Social Studies curricula (knowledge) are released by Ministry officials (power). My study is historical, for our understanding of the present is deepened by our exploration of the past (Collingwood, 1956). I discover six major revisions to Social Studies curricula in BC. These occurred in 1930/37, 1950, 1968, 1985, 1997, and 2005. I describe each revision in framing historical contexts and compare my findings with those of Evans (2004), Sears and Hughes (1996), and Osborne (1996). I conclude that BC's Ministry of Education aimed, primarily, to mould citizens under Sears' and Hughes' (1996) Conception B (liberal). Ministry officials appear to have held consistent views of the type of citizens they endeavour to foster. I speculate this might be a "schematic narrative template" (Wertsch, 2002). The most substantial changes in curriculum guides centre around how good citizens are to be educated: by the progressivist program in the 1930s and the New Social Studies in 1968. I describe a number of contextualizing factors that aim to explore why these two major transformations occurred. After discussing my findings, I draw conclusions. I use these conclusions to make recommendations on how curricula in BC might be developed in the future, in a manner consistent with the spirit of good citizenship.

ISBN: 9780494409985Subjects--Topical Terms:

3171959
Education history.

A historical study of citizenship education in British Columbian Social Studies guides.
LDR:02885nmm a2200301 4500 001 2124515
005 20171030105245.5
008 180830s2007 ||||||||||||||||| ||eng d
020 $a 9780494409985
035 $a (MiAaPQ)AAINR40998
035 $a AAINR40998
040 $a MiAaPQ $c MiAaPQ
100 1 $a Broom, Catherine Anne. $3 3286519
245 1 2 $a A historical study of citizenship education in British Columbian Social Studies guides.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2007
300 $a 276 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-06, Section: A, page: 2185.
502 $a Thesis (Ph.D.)--Simon Fraser University (Canada), 2007.
520 $a I analyse Social Studies guides released during the twentieth 20 th Century in British Columbia, focusing on their conceptualizations of good citizens and associated pedagogies. I study citizenship education, as this has been one of the primary aims of Social Studies since the course was conceptualized in the United States. Further, citizenship education is currently topical, and I was interested in the connections between power and knowledge (Foucault, 1980), as Social Studies curricula (knowledge) are released by Ministry officials (power). My study is historical, for our understanding of the present is deepened by our exploration of the past (Collingwood, 1956). I discover six major revisions to Social Studies curricula in BC. These occurred in 1930/37, 1950, 1968, 1985, 1997, and 2005. I describe each revision in framing historical contexts and compare my findings with those of Evans (2004), Sears and Hughes (1996), and Osborne (1996). I conclude that BC's Ministry of Education aimed, primarily, to mould citizens under Sears' and Hughes' (1996) Conception B (liberal). Ministry officials appear to have held consistent views of the type of citizens they endeavour to foster. I speculate this might be a "schematic narrative template" (Wertsch, 2002). The most substantial changes in curriculum guides centre around how good citizens are to be educated: by the progressivist program in the 1930s and the New Social Studies in 1968. I describe a number of contextualizing factors that aim to explore why these two major transformations occurred. After discussing my findings, I draw conclusions. I use these conclusions to make recommendations on how curricula in BC might be developed in the future, in a manner consistent with the spirit of good citizenship.
520 $a Keywords: citizenship education; curriculum revision; history of education.
520 $a Subject Terms: Social Studies; British Columbia History; Curriculum Change History; Education Curricula.
590 $a School code: 0791.
650 4 $a Education history. $3 3171959
650 4 $a Social sciences education. $3 2144735
690 $a 0520
690 $a 0534
710 2 $a Simon Fraser University (Canada). $3 1020621
773 0 $t Dissertation Abstracts International $g 69-06A.
790 $a 0791
791 $a Ph.D.
792 $a 2007
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR40998