|
DDC
| 820 | |
Tác giả CN
| Cao, Le Thanh Hai | |
Nhan đề
| Subjugated knowledge and the potential to foster changes in students’ attitudes towards history and their world view : A case study in an american history class / Cao Le Thanh Hai, Duong Phuoc Quy Chau, Pham Anh Huy | |
Tóm tắt
| The concept of subjugated knowledge suggested by Foucault (1980) has been rigorously studied and applied by educators and scholars across disciplines in an effort to devise a transformative education approach that embraces multifaceted nature of knowledge, and simultaneously challenge the authority of the dominant epistemology. This paper presents the preliminary results of an experimental study in an American History class, in which subjugated knowledge is incorporated with an attempt to enable students to ‘think differently’ and to question the reality constructed in mainstream history textbooks. Findings reveal that regardless of the initial difficulties in familiarizing themselves with the concept and the practice, students are enthusiastically engaged throughout the process and signs of changes (though still modest) have been identified in the analysis of their final papers. | |
Từ khóa tự do
| Attitudes | |
Từ khóa tự do
| Different ways of thinking | |
Từ khóa tự do
| Epistemology | |
Từ khóa tự do
| Subjugated knowledge | |
Tác giả(bs) CN
| Duong, Phuoc Quy Chau | |
Tác giả(bs) CN
| Pham, Anh Huy | |
Nguồn trích
| Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures 2022p. 314-322
Số: 06
Tập: 03 |
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| 082 | |a820 |
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| 100 | 10|aCao, Le Thanh Hai |
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| 245 | |aSubjugated knowledge and the potential to foster changes in students’ attitudes towards history and their world view : |bA case study in an american history class / |cCao Le Thanh Hai, Duong Phuoc Quy Chau, Pham Anh Huy |
|---|
| 520 | |aThe concept of subjugated knowledge suggested by Foucault (1980) has been rigorously studied and applied by educators and scholars across disciplines in an effort to devise a transformative education approach that embraces multifaceted nature of knowledge, and simultaneously challenge the authority of the dominant epistemology. This paper presents the preliminary results of an experimental study in an American History class, in which subjugated knowledge is incorporated with an attempt to enable students to ‘think differently’ and to question the reality constructed in mainstream history textbooks. Findings reveal that regardless of the initial difficulties in familiarizing themselves with the concept and the practice, students are enthusiastically engaged throughout the process and signs of changes (though still modest) have been identified in the analysis of their final papers. |
|---|
| 653 | |aAttitudes |
|---|
| 653 | |aDifferent ways of thinking |
|---|
| 653 | |aEpistemology |
|---|
| 653 | |aSubjugated knowledge |
|---|
| 700 | |aDuong, Phuoc Quy Chau |
|---|
| 700 | |aPham, Anh Huy |
|---|
| 773 | 0 |tTạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures |d2022|gp. 314-322|x2525-2674|v03|i06 |
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| 890 | |a0|b0|c1|d0 |
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