The Struggle for Memory Institutionalization

2021 ◽  
Author(s):  
Francis L.F. Lee ◽  
Joseph M. Chan
Keyword(s):  
Secondary School ◽  
Empirical Analysis ◽  
School Curriculum ◽  
University Campuses ◽  
Transmission Part ◽  
Secondary School Curriculum ◽  
Activist Groups ◽  
The Empirical Analysis ◽  
Memory Transmission

Chapter 5 discusses the struggle for memory institutionalization. Given the role of schools in intergenerational memory transmission, part of the empirical analysis focuses on the controversies surrounding the place of June 4 in the secondary school curriculum. Besides, the chapter examines efforts by the Alliance and other activist groups to establish enduring “sites of memory” for Tiananmen. Specifically, the struggles surrounding the placement of June 4-related monuments on university campuses and the project of a permanent June 4th Museum are examined.

scholarly journals Ilmastonmuutos lukion opetussuunnitelmissa ja maantieteen oppikirjoissa

2020 ◽  
Vol 4 (2) ◽  
pp. 3-24
Author(s):  
Sirpa Tani ◽  
Markus Hilander ◽  
Julia Leivo
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
School Curriculum ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Secondary School Curriculum ◽  
Types Of Information ◽  
Near Future ◽  
School Curricula

Oppikirjan merkitys suomalaisessa koulussa on perinteisesti ollut – ja yhä edelleen usein on – suuri: se, millaisia sisältöjä ja millaisia painotuksia oppikirjoissa esitetään, vaikuttaa vahvasti opetuksen etenemiseen. Tästä huolimatta oppikirjojen asiasisältöjä on tutkittu verrattain vähän. Ilmastonmuutoksen vakavuus on tunnustettu viime vuosina kansainvälisesti, ja tämä huoli on välittynyt myös koulutuksen ja kasvatuksen kentälle. On pohdittu sitä, mitä ilmastonmuutoksesta tulisi tietää, ja kenen vastuulla ilmastonmuutokseen liittyvien aiheiden opettaminen on. Tässä artikkelissa tarkastelemme, miten ilmastonmuutosta käsitellään kahdessa suomalaisessa lukion pakollisen maantieteen kurssin oppikirjassa (GEOS ja Manner). Tulosten mukaan oppikirjat eroavat selvästi siinä, millaista tietoa ilmastonmuutoksesta ne sisältävät, millaisia havainnollistamisen keinoja niissä käytetään ja millaisen painoarvon ne antavat yksilölle ja yhteiskunnalle ilmastonmuutoksen hillinnässä ja sopeutumisessa. Oppikirjojen yksi suurimmista puutteista on se, että ne eivät esittele riittävästi helposti toteutettavia ilmastonmuutoksen hillitsemisen keinoja. Tulevissa lukion opetussuunnitelman perusteissa (2019) ilmastonmuutos mainitaan lähes kuusinkertaisesti aiempaan opetussuunnitelmaan (2015) verrattuna. Tämä voi vaikuttaa lukion maantieteen pakollisen kurssin oppikirjojen sisältöihin lähitulevaisuudessa.   Climate change in upper secondary school curricula and geography textbooks Abstract The role of textbooks has traditionally been – and still very often is – very important in the Finnish education system: the content of textbooks and the emphasis put on them strongly influence the progress of teaching. Nonetheless, relatively little research has been conducted about the content of Finnish textbooks and especially about how climate change is presented in textbooks. In recent years, the seriousness of climate change has been recognized internationally and this concern has also been transmitted to the field of education. Questions such as what is needed to know about climate change and who is responsible for teaching the topics of climate change have already been asked. In this article, we therefore examine how climate change is presented in two Finnish upper secondary school geography textbooks (GEOS and Manner). According to the results, the textbooks clearly differ in the types of information they contain on climate change, the ways that are used to illustrate climate change, and the importance they place on individuals and society in mitigating and adapting to climate change. One of the major shortcomings of the textbooks is that they do not provide enough easy-to-implement ways of mitigating climate change. On the other hand, climate change is mentioned six times more in the forthcoming upper secondary school curriculum (2019) compared to the previous curriculum (2015). This may affect the content of textbooks for the mandatory upper secondary school geography in the near future. Keywords: climate change, upper secondary school geography, curriculum, textbook  

scholarly journals The role of visualisation in data handling in Grade 9 within a problem-centred context

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Antonia Makina ◽  
Dirk Wessels
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
School Curriculum ◽  
School Level ◽  
National Council ◽  
Data Handling ◽  
Grade Levels ◽  
Secondary School Curriculum

In the recent past, data handling has been neglected at secondary school level, perhaps partially due to the strong emphasis on developing arithmetic, algebra and geometry. For the first time, the South African curriculum includes substantial amounts of data handling at all grade levels. The introduction of more data handling in the secondary school curriculum in South Africa and the prevalence of many problems in the teaching of probability and statistics argues for a serious reconsideration of the way it is taught to the pupils. Currently this concern has been the focus of a call for reform in mathematics education by a body like the National Council of Teachers of Mathematics (NCTM) at all levels of schooling (NCTM, 1989; 2000). The importance of visualisation in mathematics, at all levels of mathematical problem solving is well documented in the literature (Bishop, 1989; Maher & Alston, 1989; Moses, 1982; Wheatley, 1991) but almost nothing was done to appreciate visualisation in the learning of data handling. The paper therefore provides a qualitative examination from a Masters dissertation (Makina, 2005) of the role of visualisation in the learning of data handling. This is done through examining the thought processes involved by Grade 9 learners during visualisation while solving data handling tasks. Several roles of visualisation were identified and most were found to improve the critical and creative thinking of pupils during their learning of data handling. The results show that learners are likely to improve their performance in data handling if the awareness of the need to use visualisation creatively as a tool for understanding are highlighted.

scholarly journals The Role of Trading Frictions in Real Asset Markets

2011 ◽  
Vol 101 (4) ◽  
pp. 1106-1143 ◽  
Author(s):  
Alessandro Gavazza
Keyword(s):  
Empirical Analysis ◽  
Capacity Utilization ◽  
Asset Markets ◽  
Asset Market ◽  
Commercial Aircraft ◽  
Average Productivity ◽  
Thin Market ◽  
Asset Allocations ◽  
The Empirical Analysis

This paper investigates how trading frictions vary with the thickness of the asset market by examining patterns of asset allocations and prices in commercial aircraft markets. The empirical analysis indicates that assets with a thinner market are less liquid—i.e., more difficult to sell. Thus, firms hold on longer to them amid profitability shocks. Hence, when markets for assets are thin, firms' average productivity and capacity utilization are lower, and the dispersions of productivity and of capacity utilization are higher. In turn, prices of assets with a thin market are lower and have a higher dispersion. (JEL A12, L11, L93)

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