Nicole GotlingUniversity of Vienna | UniWien · Institut für Bildungswissenschaft
Nicole Gotling
Doctor of Philosophy
About
9
Publications
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Introduction
Nicole Gotling is a doctoral student at the Institute of Education, University of Vienna. Nicole's current research is a historical and comparative approach on nation-states and textbook historiographies during Europe's Age of Nationalism.
Her previous research focused on multicultural/-lingual contexts, including mixed methods research on language policies and education in post-colonial Kenya, and CA and DA analysis of power ascription in multilingual social interactions.
Publications
Publications (9)
In order to prepare foreign language teachers for successful inclusive teaching, particularly from a subject-specific perspective, there is a need for suitable formats for teacher education to be developed and evaluated. The project ELLeN (English Language Learning & Neurodiversity, http://ellen-project.eu/) applied an inquiry-based learning (IBL)...
There have been recent calls for adding to literature at the intersection of nationalism and education. The thought behind this is that both the phenomena of nationalism and those of education have been intrinsically linked throughout the centuries, and indeed, together, they ensure that citizens become nationally literate in the ways, thought styl...
Heroic figures and their exploits are at the heart of national histories. This chapter analyzes the use of the biblical trope of David and Goliath in the depiction of three such heroes—namely William Tell, Niels Ebbesen, and William Wallace—and their respective foes in Swiss, Danish, and Scottish schoolbooks and other school materials. We use these...
This paper takes on the important concepts of inclusion and sustainability, in both their broad and discursive understandings, to map out the interrelations that teachers, who work within different areas of the Austrian school system, make between different, key aspects of their work and organization. The complex intersections of school organizatio...
National textbook narratives are written from particular national perspectives and goals. Thus, "the same is never (or at least not always) the same" and what we learn depends on the context of when and where we are learning it. When it comes to major conflicts between nations or states, how one handles the telling of the same conflict event can be...
ABSTRACT: In the long 19th century, education went from being a privileged institution to one increasingly designed for the masses. This pattern followed the Western nation-building process as nations were becoming nation-states which were trying to, more nationally than socially, unify their citizens through universal education, implementing new s...
