"They Don't Tell It": Indigenous Social Studies Teachers Transforming Curricula in Post-Conflict Guatemala

Autor/in	Rubin, Beth C.
Titel	"They Don't Tell It": Indigenous Social Studies Teachers Transforming Curricula in Post-Conflict Guatemala
Quelle	In: Journal of International Social Studies, 6 (2016) 1, S.114-127 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3585
Schlagwörter	Foreign Countries; Social Studies; Curriculum Development; Indigenous Populations; Minority Group Teachers; Qualitative Research; Educational Policy; Citizenship Education; Case Studies; Middle Schools; High Schools; Elementary Secondary Education; Observation; Focus Groups; Grounded Theory; Interviews; Guatemala + Suchen Sie Ihr Suchwort? Ausland; Gemeinschaftskunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sinti und Roma; Qualitative Forschung; Politics of education; Bildungspolitik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Beobachtung; Interviewing; Interviewtechnik
Abstract	This analysis considers the complex ways that attempts to create a liberal, democratic Guatemalan national identity through policy-driven curricular reform were taken up, engaged with, contested and transformed at the local level by Indigenous social studies teachers. While post-conflict education initiatives aimed at civic reconstruction proliferate globally, this investigation draws on qualitative data collected in a variety of school settings to provide insight into the complexities of moving from policy to practice, highlighting the significant part played by social studies teachers in this process. (As Provided).
Anmerkungen	International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site: http://www.iajiss.org/index.php/iajiss/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01