Social studies education in Bangladesh. Contextual influences, reforms and development and curriculum.

Autor/inn/en	Bhownik, Miron Kumar; Raya, Gautama; Sultana, Foujia
Titel	Social studies education in Bangladesh. Contextual influences, reforms and development and curriculum.
Quelle	Aus: Kennedy, Kerry J. (Hrsg.): Social studies education in South and South East Asian contexts. Abingdon, Oxon: Routledge Taylor & Francis Group (2021) S. 44-59 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge Series on Schools and Schooling in Asia Series. 5
Beigaben	Tabellen; Literaturangaben S. 58-59
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-52368-8; 978-0-367-52370-1; 978-1-00-039426-9
DOI	10.4324/9781003057598
Schlagwörter	Gesellschaft; Bildungspolitik; Lehrerbildung; Curriculum; Schulbuch; Demokratie; Sozialkunde; Situativer Kontext; Bangladesch
Abstract	Bangladesh emerged as an independent country in 1971 after nearly 200 years of British colonialism followed by a quarter century of rule by Pakistan. Following the assassination of the father of the nation, Bangabandhu Sheikh Mujibur Rahman, and the majority of his family members in 1975, the Bangladesh era saw military regimes for a decade and a half. Since then, democratic governments have ruled the country. Up until now, little is known about how these major historical and political events, as well as economic, social and religious contexts, have shaped social studies education in Bangladesh. This chapter, therefore, will focus on the development of social studies education in these contexts. We used document analysis to pursue this objective. We reviewed and evaluated a range of documents in order to explore social studies education in Bangladesh (Bowen, 2009, p. 27). The documents included legal constitution, historical education commission reports, previous and current education policy documents and various reports from government and international organisations. We also analysed social studies curricula and textbooks in both the general and madrasah education systems. The next section highlights contextual influences including history, politics, society, religion, economy and education system under which social studies education is provided. This is followed by the reforms and development of social studies education in the last five decades of Bangladesh as an independent country. We then describe the current policies and practices of social studies education in both general and madrasah education systems and related teacher education.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1