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Razvoj slovenskega šolstva je prinesel napredke tudi v pouk zgodovine. V današnjem sodobnem zgodovinskem pouku bi moral biti večji poudarek na obravnavi neevropske zgodovine. Kljub številnim reformam pa so današnji zgodovinski učbeniki še vedno preveč evropocentrični. Vsebine iz zgodovine neevropskih dežel ter s tem tudi zgodovine Afrike so pogosto skope in posplošene. S položajem Afrike v slovenskem šolskem sistemu se je ukvarjalo Društvo Afriški center, ki je ugotovilo, da je zgodovina Afrike v šolskih učbenikih, kjer je poudarek na obravnavi evropskega prostora, izredno okrnjena in poenostavljena. Največkrat je Afrika prikazana kot nerazvita in zaostala celina, za katero so značilne bolezni, vojne in naravne katastrofe. Za takšno podobo so največkrat krivi mediji in učne vsebine znotraj učbenikov, ki narekujejo obravnavo Afrike. Ugotavljam, da prikaz Afrike v zgodovinskih učbenikih pogosto ni nevtralen, ampak je učencu predstavljen skozi oči Zahoda. Namen diplomskega dela je tako predstaviti, v kolikšni meri učni načrti in slovenski učbeniki za zgodovino vključujejo vsebine, ki se nanašajo na Afriko, kako so te predstavljene in kakšen pomen imajo v učbenikih. The Slovene school development has brought some progress to the history’s classes. However, there should be more emphasis on the non-European history in today's contemporary history classes. Despite numerous reforms we could claim that the textbooks are still too eurocentric. We have also learnt that the textbooks offer only limited and general contents regarding the non-European countries including Africa. The society Afriški center has researched the Slovene educational system and discovered that textbooks, which emphasize the discussion about European countries, present only simplified and limited contents regarding African history. Africa is mostly presented as undeveloped and backward continent, known for its many diseases, wars and natural disasters. We believe that Africa’s presentation in history textbooks is not neutral but discussed from the western point of view. The media and the subject’s contents are to blame for the above mentioned shortcomings when discussing African history. The purpose of this diploma thesis is to discuss whether and to what degree the Slovene curricula and history textbooks include contents about African history and how the history is presented as well as what its purpose is in textbooks. |
