比较历史、地理和公民教育课程中的国家认同话语:以法国和爱尔兰为例

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Adrien Sautereau, Daniel Faas
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引用次数: 3

摘要

国家身份受到欧洲一体化、全球化、移民和区域化的挑战。最近,国家地位和民族认同重新抬头,这就引出了一个问题,即教育系统,尤其是课程如何应对这一问题。本文探讨了法国和爱尔兰的历史、地理和公民教育课程如何反映国家认同。更具体地说,它考察了国家、欧洲和国际方面如何在这些国家课程中交织在一起。这个问题是通过对课程单元和子单元的案例研究,以及如何在课程中促进身份认同的论述来探讨的。我们的分析强调,法国的课程优先考虑国家主题,尤其是历史和公民教育,而爱尔兰的课程则在国家、欧洲和国际(全球)概念之间摇摆不定。我们的分析探讨了围绕国家认同的宏观政治话语在多大程度上反映在两国学科课程的形成中。虽然这篇文章的重点是法国和爱尔兰,但其他司法管辖区也对学校在促进国家(或其他)身份方面的公民期望和作用感兴趣。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland
National identities have been challenged by European integration, globalisation, migration and regionalisation. More recently, there has been a resurgence of nationhood and national identity which begs the question how education systems, and curricula in particular, are responding to this. This article explores how national identity is reflected in history, geography and civic education curricula in France and Ireland. More specifically, it examines how national, European and international aspects are intertwined in these state curricula. This question is explored through a case study of curriculum units and subunits as well as discourses of how identity is being promoted in the curriculum. Our analysis highlights that French curricula privilege national topics, especially in history and civic education, whereas Irish curricula veer between national, European and international (global) notions. Our analysis explores the extent to which macro-political discourses around national identity are reflected in the shaping of the subject curricula in two countries. While the article focuses on France and Ireland, the discussions are also of interest to other jurisdictions regarding the civic expectations and role of schools in promoting national (or other) identities.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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