Nation-Building in Exile: Teachers' Perceptions on the Goals of Teaching History in the Tibetan Refugee Schools

Autor/in	Wangdu, Kalsang
Titel	Nation-Building in Exile: Teachers' Perceptions on the Goals of Teaching History in the Tibetan Refugee Schools
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 6, S.928-940 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wangdu, Kalsang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1788142
Schlagwörter	Foreign Countries; Refugees; History Instruction; Teacher Attitudes; Social Studies; Nationalism; Elementary School Teachers; Middle School Teachers; Educational Objectives; Cultural Education; China; India + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; History lessons; Geschichtsunterricht; Lehrerverhalten; Gemeinschaftskunde; Nationalismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Educational objective; Bildungsziel; Erziehungsziel; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Indien
Abstract	History teaching is often seen as essential to the project of nation-building and construction of national identity. Despite the rise of disciplinary approach, national master narratives and nationalist history teaching remain predominant in many countries. While most of the extant research were done on large nation-states, this study is focused on a refugee community. By employing qualitative thematic analysis of interviews conducted with fifteen teachers, it investigates Tibetan teachers' perceptions on the goals of teaching social studies and history in the Tibetan refugee schools in India. It argues that, for Tibetan refugees, who are engaged in a nationalist struggle for freedom and whose identity is threatened by displacement, history is perceived as pivotal to the construction of their ethno-national identity and the nationalist struggle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01