(Re)constructing memory :: textbooks, identity, nation, and state /
This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors' voices come from a variety of contexts - some historical, some contemporary, some providing analyse...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense Publishers,
[2016]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors' voices come from a variety of contexts - some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about "who we are" not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts |
| Beschreibung: | Includes index. |
| Beschreibung: | 1 online resource |
| ISBN: | 9789463005098 9463005099 |
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| 505 | 0 | |a Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction: Palimpsest Identities in the Imagining of the Nation:A Comparative Model -- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State -- Are Mexico's Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico -- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks -- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863-1870 -- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century -- "Within the Sound of Silence": A Critical Examination of LGBQ Issues in National History Textbooks -- Section 2: Who Are We? Us and Them -- The Portrayal of "The Other" in Pakistani and Indian School Textbooks -- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya -- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa -- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France -- Section 3: Who Are We? (Re)Negotiating Complex Identities -- Democratic Citizenship Education in Textbooks in Spain and England -- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore -- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey's EU Era -- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe -- Conclusions -- Defining and Debating the Common "We": Analyses of Citizen Formation beyond the Nation-State Mold -- School Textbooks, Us and Them: A Conclusion -- Contributors -- Index. | |
| 520 | |a This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors' voices come from a variety of contexts - some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about "who we are" not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts | ||
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| contents | Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction: Palimpsest Identities in the Imagining of the Nation:A Comparative Model -- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State -- Are Mexico's Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico -- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks -- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863-1870 -- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century -- "Within the Sound of Silence": A Critical Examination of LGBQ Issues in National History Textbooks -- Section 2: Who Are We? Us and Them -- The Portrayal of "The Other" in Pakistani and Indian School Textbooks -- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya -- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa -- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France -- Section 3: Who Are We? (Re)Negotiating Complex Identities -- Democratic Citizenship Education in Textbooks in Spain and England -- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore -- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey's EU Era -- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe -- Conclusions -- Defining and Debating the Common "We": Analyses of Citizen Formation beyond the Nation-State Mold -- School Textbooks, Us and Them: A Conclusion -- Contributors -- Index. |
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| discipline | Pädagogik |
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| publisher | Sense Publishers, |
| record_format | marc |
| spelling | (Re)constructing memory : textbooks, identity, nation, and state / edited by James H. Williams, the George Washington University Washington, DC, USA and Wendy D. Bokhorst-Heng, Crandall University, Moncton, New Brunswick, Canada. Rotterdam : Sense Publishers, [2016] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Includes index. Vendor-supplied metadata. Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction: Palimpsest Identities in the Imagining of the Nation:A Comparative Model -- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State -- Are Mexico's Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico -- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks -- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863-1870 -- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century -- "Within the Sound of Silence": A Critical Examination of LGBQ Issues in National History Textbooks -- Section 2: Who Are We? Us and Them -- The Portrayal of "The Other" in Pakistani and Indian School Textbooks -- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya -- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa -- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France -- Section 3: Who Are We? (Re)Negotiating Complex Identities -- Democratic Citizenship Education in Textbooks in Spain and England -- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore -- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey's EU Era -- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe -- Conclusions -- Defining and Debating the Common "We": Analyses of Citizen Formation beyond the Nation-State Mold -- School Textbooks, Us and Them: A Conclusion -- Contributors -- Index. This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors' voices come from a variety of contexts - some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about "who we are" not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts History Textbooks. History Study and teaching. http://id.loc.gov/authorities/subjects/sh85061230 Textbooks History. http://id.loc.gov/authorities/subjects/sh85134299 Nationalism Study and teaching. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh History fast History Study and teaching fast Nationalism Study and teaching fast Textbooks fast Textbooks. lcgft http://id.loc.gov/authorities/genreForms/gf2014026191 Williams, James H., editor. http://id.loc.gov/authorities/names/n82041872 Bokhorst-Heng, W. D. (Wendy Diana), 1962- editor. https://id.oclc.org/worldcat/entity/E39PCjrpxPr9tWwgWQmmVHW3Bd http://id.loc.gov/authorities/names/no00067587 Print version: Williams, James H. (Re)Constructing Memory: Textbooks, Identity, Nation, and State. Rotterdam : SensePublishers, ©2016 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258466 Volltext |
| spellingShingle | (Re)constructing memory : textbooks, identity, nation, and state / Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community -- Acknowledgments -- Introduction: Palimpsest Identities in the Imagining of the Nation:A Comparative Model -- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State -- Are Mexico's Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico -- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks -- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863-1870 -- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century -- "Within the Sound of Silence": A Critical Examination of LGBQ Issues in National History Textbooks -- Section 2: Who Are We? Us and Them -- The Portrayal of "The Other" in Pakistani and Indian School Textbooks -- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya -- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa -- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France -- Section 3: Who Are We? (Re)Negotiating Complex Identities -- Democratic Citizenship Education in Textbooks in Spain and England -- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore -- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey's EU Era -- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe -- Conclusions -- Defining and Debating the Common "We": Analyses of Citizen Formation beyond the Nation-State Mold -- School Textbooks, Us and Them: A Conclusion -- Contributors -- Index. History Textbooks. History Study and teaching. http://id.loc.gov/authorities/subjects/sh85061230 Textbooks History. http://id.loc.gov/authorities/subjects/sh85134299 Nationalism Study and teaching. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh History fast History Study and teaching fast Nationalism Study and teaching fast Textbooks fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85061230 http://id.loc.gov/authorities/subjects/sh85134299 http://id.loc.gov/authorities/genreForms/gf2014026191 |
| title | (Re)constructing memory : textbooks, identity, nation, and state / |
| title_auth | (Re)constructing memory : textbooks, identity, nation, and state / |
| title_exact_search | (Re)constructing memory : textbooks, identity, nation, and state / |
| title_full | (Re)constructing memory : textbooks, identity, nation, and state / edited by James H. Williams, the George Washington University Washington, DC, USA and Wendy D. Bokhorst-Heng, Crandall University, Moncton, New Brunswick, Canada. |
| title_fullStr | (Re)constructing memory : textbooks, identity, nation, and state / edited by James H. Williams, the George Washington University Washington, DC, USA and Wendy D. Bokhorst-Heng, Crandall University, Moncton, New Brunswick, Canada. |
| title_full_unstemmed | (Re)constructing memory : textbooks, identity, nation, and state / edited by James H. Williams, the George Washington University Washington, DC, USA and Wendy D. Bokhorst-Heng, Crandall University, Moncton, New Brunswick, Canada. |
| title_short | (Re)constructing memory : |
| title_sort | re constructing memory textbooks identity nation and state |
| title_sub | textbooks, identity, nation, and state / |
| topic | History Textbooks. History Study and teaching. http://id.loc.gov/authorities/subjects/sh85061230 Textbooks History. http://id.loc.gov/authorities/subjects/sh85134299 Nationalism Study and teaching. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh History fast History Study and teaching fast Nationalism Study and teaching fast Textbooks fast |
| topic_facet | History Textbooks. History Study and teaching. Textbooks History. Nationalism Study and teaching. Histoire Étude et enseignement. Nationalisme Étude et enseignement. EDUCATION Administration General. EDUCATION Organizations & Institutions. History History Study and teaching Nationalism Study and teaching Textbooks Textbooks. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1258466 |
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