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The school, the textbook and nationa...

Errante, Antoinette.

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The school, the textbook and national development: Colonial and post-revolutionary primary schooling in Portugal and Mozambique, 1926-1992. (Volumes I and II).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The school, the textbook and national development: Colonial and post-revolutionary primary schooling in Portugal and Mozambique, 1926-1992. (Volumes I and II)./
作者:	Errante, Antoinette.
面頁冊數:	678 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0116.
Contained By:	Dissertation Abstracts International56-01A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9514657

The school, the textbook and national development: Colonial and post-revolutionary primary schooling in Portugal and Mozambique, 1926-1992. (Volumes I and II).
Errante, Antoinette.

The school, the textbook and national development: Colonial and post-revolutionary primary schooling in Portugal and Mozambique, 1926-1992. (Volumes I and II). - 678 p.

Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0116.

Thesis (Ph.D.)--University of Minnesota, 1994.

This study examines the role of the primary school in the national development agenda of Portugal and Mozambique as these nations move from colonial to post-revolutionary societies. This is a socio-historical study in that it examines the development of primary schooling, the values, attitudes and behaviors it sanctioned and discouraged, and the broader social and historical context within which this experience was lived from 1926 to 1992. It is a comparative study in that it is primarily interested in how these two countries, one the colonizer, one the colony, made the revolutionary transition which brought about the end of fascist colonialism and what role education played in this process.Subjects--Topical Terms:

599244
Education, History of.

The school, the textbook and national development: Colonial and post-revolutionary primary schooling in Portugal and Mozambique, 1926-1992. (Volumes I and II).
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100 1 $a Errante, Antoinette. $3 1938205
245 1 4 $a The school, the textbook and national development: Colonial and post-revolutionary primary schooling in Portugal and Mozambique, 1926-1992. (Volumes I and II).
300 $a 678 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0116.
500 $a Adviser: John J. Cogan.
502 $a Thesis (Ph.D.)--University of Minnesota, 1994.
520 $a This study examines the role of the primary school in the national development agenda of Portugal and Mozambique as these nations move from colonial to post-revolutionary societies. This is a socio-historical study in that it examines the development of primary schooling, the values, attitudes and behaviors it sanctioned and discouraged, and the broader social and historical context within which this experience was lived from 1926 to 1992. It is a comparative study in that it is primarily interested in how these two countries, one the colonizer, one the colony, made the revolutionary transition which brought about the end of fascist colonialism and what role education played in this process.
520 $a The main questions were: (1) What were the attitudes, values and behaviors officially promoted/discouraged in the primary school? (2) Were there values, attitudes and behaviors promoted/discouraged in the schools that were not foreseen by official policy? How did these arise? (3) To what degree were the values promoted by the national development agenda promoted/inhibited by the schooling experience?
520 $a Sources for the study include written documentation (official educational bulletins, teachers' journals, school newspapers, mainstream press, opposition press), oral histories collected from individuals who lived through any portion of the schooling experience in question, and all third grade readers used in Portugal and Mozambique between 1926 and 1992.
520 $a After an introduction to the study in Chapter 1, Chapter Two reviews the literature regarding the educational process and its relation to national development. Chapter Three discusses the methodological approaches used. Chapter Four presents the case of fascist colonial Portugal, 1926 to 1974 and Chapter Five the fascist colonial period in Mozambique. Chapters Six and Seven examine the post-revolutionary educational experiences of Portugal and Mozambique respectively and Chapter Eight summarizes the study's conclusions across cases.
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