{"title":"卡纳克历史:新喀里多尼亚学校的包容还是边缘化?","authors":"Stéphane Minvieille","doi":"10.33055/didacticahistorica.2020.006.01.69","DOIUrl":null,"url":null,"abstract":"Does the inclusion of Kanak history in French history curricula adapted in New Caledonia constitute an opening to alterity in a school system imported by colonization? Kanak history is addressed in curricula but textbooks do not put forward a Kanak point of view on history. Nevertheless, it could make it possible to renew teaching and learning approaches, as shown with the example of the imposition of the French sovereignty in this archipelago of the Pacific in 1853.","PeriodicalId":354218,"journal":{"name":"Didactica Historica","volume":"32 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Histoire kanak : inclusion ou marginalisation à l'école en Nouvelle-Calédonie ?\",\"authors\":\"Stéphane Minvieille\",\"doi\":\"10.33055/didacticahistorica.2020.006.01.69\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Does the inclusion of Kanak history in French history curricula adapted in New Caledonia constitute an opening to alterity in a school system imported by colonization? Kanak history is addressed in curricula but textbooks do not put forward a Kanak point of view on history. Nevertheless, it could make it possible to renew teaching and learning approaches, as shown with the example of the imposition of the French sovereignty in this archipelago of the Pacific in 1853.\",\"PeriodicalId\":354218,\"journal\":{\"name\":\"Didactica Historica\",\"volume\":\"32 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Didactica Historica\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33055/didacticahistorica.2020.006.01.69\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Didactica Historica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33055/didacticahistorica.2020.006.01.69","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Histoire kanak : inclusion ou marginalisation à l'école en Nouvelle-Calédonie ?
Does the inclusion of Kanak history in French history curricula adapted in New Caledonia constitute an opening to alterity in a school system imported by colonization? Kanak history is addressed in curricula but textbooks do not put forward a Kanak point of view on history. Nevertheless, it could make it possible to renew teaching and learning approaches, as shown with the example of the imposition of the French sovereignty in this archipelago of the Pacific in 1853.
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