Literaturnachweis - Detailanzeige
Autor/inn/en | Dancs, Katinka; Fülöp, Márta |
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Titel | Past and Present of Social Science Education in Hungary |
Quelle | In: Journal of Social Science Education, 19 (2020) 1, S.47-71 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1618-5293 |
Schlagwörter | Social Studies; Educational History; Educational Change; Foreign Countries; History Instruction; Interdisciplinary Approach; National Curriculum; Textbooks; Nationalism; Multiple Literacies; Citizenship Education; Core Curriculum; Elementary Secondary Education; Service Learning; Exit Examinations; Nonformal Education; Teacher Education; Hungary Gemeinschaftskunde; History of education; Bildungsgeschichte; Bildungsreform; Ausland; History lessons; Geschichtsunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Textbook; Text book; Schulbuch; Lehrbuch; Nationalismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kerncurriculum; Service-Learning; Final examination; Abschlussprüfung; Non-formal education; Non formal education; Nichtformale Bildung; Lehrerausbildung; Lehrerbildung; Ungarn |
Abstract | Purpose: We intent to provide a comprehensive picture of Hungarian social science education, to review the constituents of social science literacy, a systematic analysis of the curriculum and its changes since 1989 and of the available research in this field. Design/methodology/approach: The findings are based on the analysis of educational documents (e. g. curricula) and the review of the research publications in the field. Findings: Social science education is cross-curricular in Hungary. Among the different knowledge fields history has a decisive and dominant role. Other social science topics are mostly abandoned in everyday teaching practice. There is a growing centralization of the educational arena (e.g. government approved limited number of textbooks) and a growing emphasis on national identity and patriotism and a decreasing emphasis on Europe. The cross-curricular nature of social science education would require well trained teachers who are able to think critically and in a complex way themselves, however teacher training and classroom practice also support the hegemony of history teaching. (As Provided). |
Anmerkungen | Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |