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Record identifier : 569058
Personal Name - Primary Intelectual Responsibility : Agosta, Nadine
Title and statement of responsibility : Home and identity in Cambodia: Implications of the revolution and internal turmoil of the 1970s on children's right to education [Thesis]
Publication, Distribution,Etc. : University of San Francisco, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of San Francisco
Summary or Abstract : The killing fields constitute one of the worst genocides in history. These events are too painful for most people to discuss, either among themselves or with their children. The current generation of Cambodians who are under the age of 30 are ignorant about the past and the atrocities that occurred during the revolution of the 1970s. This tragic past raises concerns about the ramifications that these events have for children's rights and in particular, children's entitlement to a quality of education that prepares them for a brighter future. Through a critical hermeneutic approach, this study considers the Cambodian idea of home and identity, the effects of the revolution and the turmoil of the 1970s on children's right to education, and the inappropriately low amount of resources subsequently allotted for children's education. Critical hermeneutics permits interpretation and understanding through discourse, text creation, text analysis, and the appropriation of new worlds through interpretation of the text. Herda (1999:127) writes that "text enables us to communicate with each other as researchers in a profession, as researchers in concert with participants, and as readers of the text over time." Through Paul Ricoeur's (1992) theory of narrative identity, Hans-Georg Gadamer's (1975) theory of fusion of horizons, and Richard Kearney's (1988) theory of imagination, I came to new understandings of the identity of the Cambodian survivors of the killing fields and the struggles that they continue to face to survive and to educate their children. This research yielded several findings that could be considered in an effort to redesign the Cambodian education system on both national and local levels: (1) lack of parental education; (2) lack of family involvement in education; (3) traditions are not maintained and there is not a venue for storytelling to keep the past in perspective; (4) national strengths and historical contributions are not part of current curriculum; (5) there is no early childhood education program. These findings are critical in light of the rich traditions and cultural contributions of Cambodia and the eagerness of Cambodian children and adults to learn..
Topical Name Used as Subject : Bilingual education
: History
: Educational sociology
: School administration
: Early childhood education
Information of biblio record : TL
 
 
 
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