Merethe Skårås
Dados Biográficos
| ID | 679516 |
|---|---|
| NOME | Merethe Skårås |
| PRENOMES | Merethe |
| SOBRENOME | Skårås |
| ASSINATURA | SKÅRÅS M |
| AFILIAÇÕES | MF Norwegian School of Theology, Religion and Society |
| ORCID | 0000-0002-6407-8515 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 9 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Why certain narratives do not belong in the classroom
Akuol de Mabior, director. No Simple Way Home. 2022. 85 minutes. English. South Sudan. LBx Africa, streaming on Vimeo. No price reported
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Ruptured imaginings amid emerging nationhood
This article explores the place of history education in state‐sponsored nation‐building in war‐torn South Sudan, the world's youngest country. It examines discourses around nationhood transmitted via the first history curricula, textbooks and teacher guides issued in the midst of civil war, after the country's secession from Sudan to its north. The analysis uncovers a central memory of violence and an ostensibly unifying narrative of the South's …
No Textbooks, No Peace? Historical Narratives in South Sudan
Teaching and learning the most recent history in divided societies emerging from conflict
In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while si…
The Ethnic/Local, the National and the Global
This article explores local, national and global aspects of the new national curriculum in South Sudan as reflected in the lived experiences of secondary school teachers. We draw on analyses of the curriculum, semi-structured interviews with 21 secondary school teachers, and classroom observations. We emphasize the need for critical global citizenship education addressing inequity and oppression at national and global levels. We argue that the cu…
Constructing a national narrative in civil war
This article analyses history teaching in South Sudanese secondary schools and focuses on the interplay of local context, curricular intentions, and teachers’ agency. Drawing on ethnographic data, the article focuses on how the main objectives of national unity and critical thinking are enacted by teachers in the classroom. Through theories of history teaching and learning in divided societies, I explore how teachers teach the recent violent past…
Focused Ethnographic Research on Teaching and Learning in Conflict Zones
This article analyzes how central features of focused ethnography produce knowledge on teaching and learning history in conflict zones. In particular, it argues how five specific challenges of research in conflict zones are addressed through the methods of video observation, ‘hanging out’, and interviews, which are all central methods in focused ethnography. Through empirical examples from fieldwork in South Sudan, the article illustrates how the…
Ruptured imaginings amid emerging nationhood
This article explores the place of history education in state‐sponsored nation‐building in war‐torn South Sudan, the world's youngest country. It examines discourses around nationhood transmitted via the first history curricula, textbooks and teacher guides issued in the midst of civil war, after the country's secession from Sudan to its north. The analysis uncovers a central memory of violence and an ostensibly unifying narrative of the South's …
Constructing a national narrative in civil war
This article analyses history teaching in South Sudanese secondary schools and focuses on the interplay of local context, curricular intentions, and teachers’ agency. Drawing on ethnographic data, the article focuses on how the main objectives of national unity and critical thinking are enacted by teachers in the classroom. Through theories of history teaching and learning in divided societies, I explore how teachers teach the recent violent past…
Focused Ethnographic Research on Teaching and Learning in Conflict Zones
This article analyzes how central features of focused ethnography produce knowledge on teaching and learning history in conflict zones. In particular, it argues how five specific challenges of research in conflict zones are addressed through the methods of video observation, ‘hanging out’, and interviews, which are all central methods in focused ethnography. Through empirical examples from fieldwork in South Sudan, the article illustrates how the…
Constructing a national narrative in civil war
This article analyses history teaching in South Sudanese secondary schools and focuses on the interplay of local context, curricular intentions, and teachers’ agency. Drawing on ethnographic data, the article focuses on how the main objectives of national unity and critical thinking are enacted by teachers in the classroom. Through theories of history teaching and learning in divided societies, I explore how teachers teach the recent violent past…
The Ethnic/Local, the National and the Global
This article explores local, national and global aspects of the new national curriculum in South Sudan as reflected in the lived experiences of secondary school teachers. We draw on analyses of the curriculum, semi-structured interviews with 21 secondary school teachers, and classroom observations. We emphasize the need for critical global citizenship education addressing inequity and oppression at national and global levels. We argue that the cu…
Teaching and learning the most recent history in divided societies emerging from conflict
In recent years, a number of nation states have signed peace protocols and entered processes of peace and reconciliation. This has led to an increasing pool of literature on history education in these divided and diverse societies emerging from violent conflict. This article provides a review of the latest developments in this field which focuses on the often counterproductive objectives of developing critical thinking skills in students while si…
No Textbooks, No Peace? Historical Narratives in South Sudan
Akuol de Mabior, director. No Simple Way Home. 2022. 85 minutes. English. South Sudan. LBx Africa, streaming on Vimeo. No price reported
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Ruptured imaginings amid emerging nationhood
This article explores the place of history education in state‐sponsored nation‐building in war‐torn South Sudan, the world's youngest country. It examines discourses around nationhood transmitted via the first history curricula, textbooks and teacher guides issued in the midst of civil war, after the country's secession from Sudan to its north. The analysis uncovers a central memory of violence and an ostensibly unifying narrative of the South's …
Why certain narratives do not belong in the classroom
Peace and Human Rights Education (6 obras) · Pedagogy (6 obras) · Sociology (6 obras) · Educator Training and Historical Pedagogy (5 obras) · Political science (5 obras) · Curriculum (4 obras) · Law (4 obras) · Narrative (4 obras) · African history and culture analysis (3 obras) · Anthropology (3 obras)