東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Decolonizing the Curriculum in Chile...

Martinez Trabucco, Ximena Cecilia.

Linked to FindBook

Google Book

Amazon

博客來

Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum./
Author:	Martinez Trabucco, Ximena Cecilia.
Description:	135 p.
Notes:	Source: Masters Abstracts International, Volume: 54-02.
Contained By:	Masters Abstracts International54-02(E).
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1570992
ISBN:	9781321405323

Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum.
Martinez Trabucco, Ximena Cecilia.

Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum. - 135 p.

Source: Masters Abstracts International, Volume: 54-02.

Thesis (M.A.)--University of Toronto (Canada), 2013.

This item must not be sold to any third party vendors.

Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.

ISBN: 9781321405323Subjects--Topical Terms:

519608
Educational sociology.

Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum.
LDR:02217nmm a2200337 4500 001 2062527
005 20151027073502.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781321405323
035 $a (MiAaPQ)AAI1570992
035 $a AAI1570992
040 $a MiAaPQ $c MiAaPQ
100 1 $a Martinez Trabucco, Ximena Cecilia. $3 3176913
245 1 0 $a Decolonizing the Curriculum in Chile: A Critical Discourse Analysis of the Notion of Human Being and Citizenship as Presented in the Subject of History Geography and Social Science in the Elementary Level Curriculum.
300 $a 135 p.
500 $a Source: Masters Abstracts International, Volume: 54-02.
500 $a Adviser: George Sefa Dei.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.
590 $a School code: 0779.
650 4 $a Educational sociology. $3 519608
650 4 $a Elementary education. $3 641385
650 4 $a Latin American history. $3 2122902
650 4 $a Latin American studies. $3 2122903
650 4 $a Social sciences education. $3 2144735
690 $a 0340
690 $a 0524
690 $a 0336
690 $a 0550
690 $a 0534
710 2 $a University of Toronto (Canada). $b Sociology and Equity Studies in Education. $3 2097100
773 0 $t Masters Abstracts International $g 54-02(E).
790 $a 0779
791 $a M.A.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1570992