Significant history and historical orientation : Ugandan students narrate their historical pasts

In 2012, Uganda celebrated 50 years of independence. The postcolonial era in the country has been marked by political turmoil and civil wars. Uganda, like many other postcolonial states in Africa, cannot be described as an ethnically or culturally homogenous state. However, history education has globally been seen as a platform for constructing national identities in contemporary societies. At the same time, it is assumed that specific historical experiences of countries influence historical understanding. This study takes its starting point in the theories of historical consciousness and narrativity. A narrative could be viewed as a site where mobilization of ideas of the past to envisage the present and possible futures is made and hence the narrative expresses historical orientation. Through the concept of historical orientation historical consciousness can be explored, i.e. what history is viewed as significant and meaningful. The aim in the study is to explore in what ways students connect to their historical pasts.   The study explores 219 narratives of 73 Ugandan upper secondary students. Narratives elicited through written responses to three assignments. Designed to capture different approaches to history: either to start from the beginning and narrate history prospectively or to depart from the present narrating retrospectively. The colonial experience of Uganda affected the sampling in the way that students were chosen from two different regions, Central and Northern Uganda. The comparison was a way to handle the concept of ‘nation’ as a presupposed category. Narrative analysis has been used as a method to explore what the students regarded as historically significant and what patterns among the narratives that point towards particular historical orientations.   The empirical results show how different approaches to history, a prospective or a retrospective approach, influence the student narratives. For instance, valued judgments on past developments were more common with the retrospective approach. The results also show differences in evaluating past developments according to regional origin. Students from northern Uganda were generally more inclined to tell a story of decline. Also, it is argued that the student narratives were informed by a meta-narrative of Africa. It was as common to identify oneself as African as it was to identify as Ugandan.

Escrever na escola: o trabalho pedagógico e a formação de alunos escritores

Pós-graduação em Educação - IBRC

Living Our Lives on the Edge: Power, Space and Sexual Orientation in Cape Town Townships, South Africa

Much of social science literature about South African cities fails to represent its complex spectrum of sexual practices and associated identities. The unintended effects of such representations are that a compulsory heterosexuality is naturalised in, and reiterative with, dominant constructions of blackness in townships. In this paper, we argue that the assertion of discreet lesbian and gay identities in black townships of a South African city such as Cape Town is influenced by the historical racial and socio-economic divides that have marked urban landscape. In their efforts to recoup a positive sense of gendered personhood, residents have constructed a moral economy anchored in reproductive heterosexuality. We draw upon ethnographic data to show how sexual minorities live their lives vicariously in spaces they have prised open within the extant sex/gender binary. They are able to assert the identities of moffie and man-vrou (mannish woman) without threatening the dominant ideology of heterosexuality.

Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec

Cette thèse s’intéresse aux effets de la conscience historique sur les négociations de l’ethnicité et la structuration des frontières intergroupes chez les enseignants d’histoire nationale au Québec. L’ambiguïté de dominance ethnique entre Francophones et Anglophones contextualise la façon dont les enseignants de ces groupes historicisent les significations du passé pour se connaître et s’orienter « ethniquement. » Selon leurs constructions des réalités intergroupes, ils peuvent promouvoir la compréhension intergroupe ou préserver une coexistence rigide. Le premier article théorise comment les capacités à historiciser le passé, ou à générer des formes de vie morales pour une orientation temporelle, soutiennent la construction de l’ethnicité. En développant un répertoire des tendances de conscience historique parallèles et égales afin de comprendre les fluctuations dans le maintien des frontières ethniques, l’article souligne l’importance de la volonté à reconnaître l’agentivité morale et historique des humains à rendre les frontières plus perméables. Le deuxième article discute d’une étude sur les attitudes intergroupes et les traitements mutuels entre des enseignants d’histoire Francophones et Anglophones. Alors que la plupart des répondants francophones sont indifférents aux réalités sociales et expériences historiques des Anglo-québécois, tous les répondants anglophones en sont conscients et enseignent celles des Franco-québécois. Cette divergence implique une dissemblance dans la manière dont les relations intergroupes passées sont historicisées. La non-reconnaissance de l’agentivité morale et historique des Anglo-québécois peut expliquer l’indifférence des répondants francophones. Le dernier article présente une étude sur la conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois. En mettant le répertoire de conscience historique développé à l’épreuve, l’étude se concentre sur la manière dont les répondants historicisent le changement temporel dans leurs négociations de l’ethnicité et leurs structurations des frontières. Tandis que leurs opinions sur l’« histoire » et leurs historicisations des contextes différents les amènent à renforcer des différences ethnoculturelles et à ne pas reconnaître l’agentivité morale et historique de l’Autre, presque la moitié des répondants démontre une ouverture à apprendre et transmettre les réalités et expériences anglo-québécoises. La dépendance sur les visions historiques préétablies pour construire les réalités intergroupes souligne néanmoins l’exclusion de ce dernier groupe dans le développement d’une identité nationale.

Post-Crisis Economic Reform in Indonesia:Policy for Intervening in Ownership in Historical Perspective

Introduction : Economic reform in Indonesia after the Asian currency crisis is often discussed in parallel with Thailand and South Korea, which were alike hit by the crisis. It should however be noted that what happened in Indonesia was a change of political regime from authoritarianism to democracy, not just a change of government as seen in Thailand and South Korea. Indonesia’s post-crisis reform should be understood in the context of dismantling of the Soeharto regime to seek a new democratic state system. 　　　In the political sphere, dramatic institutional changes have occurred since the downfall of the Soeharto government in May 1998. In comparison, changes in the economic sphere are more complex than the political changes, as the former involve at least three aspects. The first is the continuity in the basic framework of capitalist system with policy orientation toward economic liberalization. In this framework, the policies to overcome the crisis are continued from the last period of the Soeharto rule, under the support system of IMF and CGI (Consultative Group on Indonesia). The second aspect is the impact of the political regime change on the economic structure. It is considered that the structure of economic vested interests of the Soeharto regime is being disintegrated as the regime breaks down. The third aspect is the impact of the political regime change on economic policy-making process. The process of formulating and implementing policies has changed drastically from the Soeharto time. With these three aspects simultaneously at work, it is not so easy to identify which of them is the main cause for a given specific economic phenomenon emerging in Indonesia today. 　　　Keeping this difficulty in mind, this paper attempts to situate the post-crisis economic reform in the broader context of the historical development of Indonesian economic policies and their achievements. We focus in particular on the reform policies for banking and corporate sectors and resulting structural changes in these sectors. This paper aims at understanding the significance of the changes in the economic ownership structure that are occurring in the post-Soeharto Indonesia. Economic policies here do not mean macro economic policies, such as fiscal, financial and trade policies, but refer to micro economic policies whereby the government intervenes in the economic ownership structure. In Section 1, we clarify why economic policies for intervening in the ownership structure are important in understanding Indonesia. Section 2 follows the historical development of Indonesia’s economic policies as specified above, throughout the four successive periods since Indonesia’s independence, namely, the parliamentary democracy period, the Guided Democracy period under Soekarno, the Soeharto-regime consolidation period, and the Soeharto-regime transfiguration period2. Then we observe what economic ownership structure was at work in the pre-crisis last days of the Soeharto rule as an outcome of the economic policies. In Section 3, we examine what structural changes have taken place in the banking and corporate sectors due to the reform policies in the post-crisis and post-Soeharto Indonesia. Lastly in Section 4, we interpret the current reorganization of the economic ownership in the context of the historical transition of the ownership structure, taking account of the changes in the policy-making processes under democratization.

Orientation of Patient and Endotracheal Tube (1 of 5)

Pen & Ink; Dr. Norman Thompson, University of Michigan Department of Surgery

Of Marx and Makers: an Historical Perspective on Generative Justice

In Marxist frameworks “distributive justice” depends on extracting value through a centralized state. Many new social movements—peer to peer economy, maker activism, community agriculture, queer ecology, etc.—take the opposite approach, keeping value in its unalienated form and allowing it to freely circulate from the bottom up. Unlike Marxism, there is no general theory for bottom-up, unalienated value circulation. This paper examines the concept of “generative justice” through an historical contrast between Marx’s writings and the indigenous cultures that he drew upon. Marx erroneously concluded that while indigenous cultures had unalienated forms of production, only centralized value extraction could allow the productivity needed for a high quality of life. To the contrary, indigenous cultures now provide a robust model for the “gift economy” that underpins open source technological production, agroecology, and restorative approaches to civil rights. Expanding Marx’s concept of unalienated labor value to include unalienated ecological (nonhuman) value, as well as the domain of freedom in speech, sexual orientation, spirituality and other forms of “expressive” value, we arrive at an historically informed perspective for generative justice. 

Thomas Edison : Thomas Edison National Historical Park, New Jersey /

"*GPO:2008--339-126/80165."

Atividade motora adaptada : o conhecimento produzido nos programas Stricto Sensu em Educação Física no Brasil

Universidade Estadual de Campinas . Faculdade de Educação Física

A aula de educação fisica como reprodutora de estereotipos de genero a luz da experiencia no Colegio "Inem Santiago Perez" : Santa-Fé de Bogota-Colombia

Universidade Estadual de Campinas . Faculdade de Educação Física

A ação do professor de ensino superior na educação fisica adaptada : construção mediada pelos aspectos dos contextos historicos, politicos e sociais

Universidade Estadual de Campinas. Faculdade de Educação Física

Cidadania e educação física : matrizes históricas e políticas, contradições e perspectivas = Citizenship and physical education : historical and political matrices, perspectives and contradictions

Universidade Estadual de Campinas . Faculdade de Educação Física