抵消
发表于 2025-3-25 04:24:20
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裙带关系
发表于 2025-3-25 10:19:26
Book 2024tes that the issue of national identity and balanced representations of the past continue to dominate the debate surrounding the goals, dominant ideologies and content of history textbooks, and historical narratives. It concludes that competing discourses and ideologies will continue to define and s
宽度
发表于 2025-3-25 13:31:02
Globalisation, Nation-Building and History Education
使隔离
发表于 2025-3-25 18:48:12
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FER
发表于 2025-3-25 22:25:50
Johann Karl Friedrich Rosenkranz, us all, that having and sharing informed knowledge was the essence of knowing and understanding the world and communicating its power. Similarly, some 370 years later, Foucault (1970) introduced his modern epistemological construct of power-knowledge, in his works, to explain the nexus between know
有害
发表于 2025-3-26 02:57:06
https://doi.org/10.1007/978-3-476-05532-3nal identity, pointto parallels between the political significance of school history and the history debates globally (Macintyre & Clark, 2003; Nicholls, 2006; Smith, 1991; Sherlock, 2005; Zajda, 2017). Due to these on-going socio-political debates, history education has become a high-profile topic
蕨类
发表于 2025-3-26 06:39:24
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缓和
发表于 2025-3-26 08:40:46
https://doi.org/10.1007/978-3-662-63051-8ks to enhance learning and teaching by underscoring the importance of method (Zajda & Whitehouse, 2023). In history education, Lee and Ashby (2000) distinguish between . and . knowledge. Substantive knowledge encompasses the subject matter of history (‘knowing that’): people, groups, developments, s
痛恨
发表于 2025-3-26 15:45:04
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WATER
发表于 2025-3-26 19:29:56
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