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"The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined: • What is the historical background to the current secondary school history curriculum in Chile? • What are the current developments of the secondary school history curriculum in Chile? • What are the issues of concern for secondary school history teachers in Chile? At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile. "
From secondary-level origins, to its current university-based status, this book highlights the intermingling of policy with structural and process definitions of teacher education throughout Chilean history, up until recent market policies, to offer a comprehensive account of educational development in Chile.
Case study of technical cooperation in secondary education in Chile as an example of the role of international cooperation in Latin America - covers historical and administrative aspects of the educational system (incl. Training programmes, teaching methods, etc.), financial aspects, aspects of public opinion in respect of the role of USA therein, etc.
What to Remember, What to Teach is intended for researchers, graduate students and teachers that are interested in the fields of discourse and memory studies and, particularly, in the linguistics and multimodal recontextualization of history into pedagogical discourses and their relationship with the transmission and co-construction of memories of a recent national past.This book aims to provide a better understanding of the processes of memory practices and their construction in the pedagogical discourse of history in Chile regarding a recent painful national past of human rights violations and dictatorship, which is part of a history shared by Latin American countries. With this purpose in mind, this book offers a detailed discourse analysis of how this recent traumatic national history is recontextualized and negotiated into secondary level Chilean history education. The analysis proposed is a social discourse analysis of key written and oral corpora of pedagogical practices from a multimodal perspective, paying particular attention to the construction of evaluative prosodies in the discourses analyzed. The corpora contemplated for the analysis comprise official History textbooks, History classroom interactions, teachers and students interviews, Chilean history written by specialists and official documents produced by the state during post-dictatorial years.This book not only offers a detailed linguistics and multimodal analysis of key discourses that construct pedagogical practices of recent traumatic past of dictatorship and human rights violations in Chile; it also presents a theoretical development of the interpersonal and experiential regions of meaning from a Systemic Functional Linguistics approach and from Spanish language resources. In sum, this book is intended as a contribution to our understanding of how a recent sensitive past of a nation is historized, transmitted and co-constructed by new generations of youth and their history teachers through a discursive exploration of the processes of remembering and forgetting in the micro space of memory practice of the classroom and through teachers and students personal and social memories.