Shailaja Menon、Shuchi Sinha、Harshita Das和Akhila Paydah(编辑),早期扫盲倡议、从业者简介和资源书

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2021-07-01 DOI:10.1177/09731849211009980
Sunita Singh
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引用次数: 1

摘要

在学校课程的学科中,历史是解释、真理和证据的(元)概念至关重要的一门学科,然而,这些概念在一般的教育话语中经常被发现缺失。Sam Wineburg的这本书对于每一个认真学习解释和真相在历史教育中的价值的人来说都是一本很好的指南。不仅仅是历史教育者和教师,每一个关心教育的人——尤其是当虚拟世界中各种各样的思想和实践令人眼花缭乱的时候——都会发现这本富有洞察力的书很有用。在学科交叉的欺骗中,纪律常常被忽视,在学校活动的混乱中,一个行为的意图和价值被忽视,当确定意义变得越来越困难的时候,像Wineburg这样的书有可能把教育者变成教育者。
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Shailaja Menon, Shuchi Sinha, Harshita Das and Akhila Paydah (Eds.), Early Literacy Initiative, Practitioner Brief Booklets and Resource Books
Among the disciplines in the school curriculum, History is the one where the (meta) concepts of explanation, truth and evidence are crucial and yet, these very concepts are the ones often found missing in educational discourses in general. Sam Wineburg’s book is a good guide to everyone who is serious about learning the value of explanation and truth in the history education. Not just history educators and teachers, everyone who cares about education—particularly when the enormity of virtual access to diverse ideas and practices is dazzling—will find this insightful book useful. The days when discipline is often missing in the humbug of inter-disciplinarity, when the intent and worth of an action is lost in the flurry of school activities, when determining meaning gets increasingly difficult, are the days where books like Wineburg’s have a potential to turn educators to education.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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