One of the transformations of modern history has been the institutional recognition of female agency to historical processes. Given that schools are natural connectors between society on matters of culture and social democracy, this suggests that a study of senior history texts presents an opportunity to critique the progress of educational reform in female inclusion, with the school as mediator of social change and justice. This research project which began in 2010 and ceasing in early 2018 was oriented as a study in policy congruence. The project employed longitudinal content analyses, on-going teacher interview, and discourse analysis utilising the Banks scale of curriculum integration coded across four typologies. Using NVivo and SPSS, the study assessed the efficacy of institutions in decreasing the gender bias of educational teaching in textbooks. To operationalise the study, the focus of investigation was confined to the key texts for the senior high school Modern History unit, Germany 1919-1939, which remains as the uncontested heavyweight dominating Australia's New South Wales' Senior High School Modern History Case Studies, with a constituency of +65% of examination candidates from 1964 to the present.
Robert James Hamilton, Independent Scholar, Australia
Stream: Professional Training, Development & Concerns in Education
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