Reconstructing Memory: Textbooks, Identity, Nation, and State

Description

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. TABLE OF CONTENTS (RE)CONSTRUCTING MEMORY: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community ACKNOWLEDGMENTS 1. INTRODUCTION: Palimpsest Identities in the Imagining of the Nation:A Comparative Model THE PURPOSE IMAGINING THE NATION AND GLOBALIZATION:INITIAL CONCEPTUALIZATIONS Imagining the Nation Globalization and (Re)Imagining the Nation HOW WE TALK ABOUT WHO WE ARE: RESPONSES TO DIVERSITY Ethnocide Assimilation Differentialist Conservative and Liberal Multiculturalism Cosmopolitanism Critical Multiculturalism FINAL THOUGHTS THE BOOK Section 1 Section 2 Section 3 NOTE WORKS CITED SECTION 1: WHO ARE WE? TEXTBOOKS, VISIBILITY, AND MEMBERSHIP IN THE STATE 2. ARE MEXICO’S INDIGENOUS PEOPLE MEXICAN? : The Exclusion of Diversity from Official Textbooks in Mexico CONTEXT METHODOLOGY The Beginning: 1920s Socialist Education and Bilingualism: 1930s Civics and Love of Country: 1940s National Development: Late 1940s to Late 1950s Free Textbooks: Late 1950s to 1970 The New Free Textbooks: 1970s More Books for Indigenous Students: Late 1970s to Late 1980s Modernization of the Nation: Late 1980s to 1990s Other Data on Government Actions: Late 1990s to Present INDIGENOUS IMAGES IN SEP BOOKS, 2000–2006 Textbooks for the General Population Textbooks for Indigenous Children CONCLUSIONS NOTES WORKS CITED 3. THE STRUGGLE TO BE SEEN: Changing Views of American Indians in U.S.High School History Textbooks CONTEXT: U.S. HISTORY TEXTBOOKS AS OFFICIAL KNOWLEDGE TEXTBOOKS AS CONTESTED SPACES IDENTIFYING AND NAMING THE AMERICAN INDIAN THEORETICAL FRAME: KNOWLEDGE CONSTRUCTION AND INVISIBILITY METHOD Textbook Sample Selection Defining the Eras Coding and Analysis RESULTS Inclusion of American Indians in U.S. History: Quantitative Measure Theme 1: Misrepresentation of American Indians in U.S. History Theme 2: Use of Language to Portray American Indians as Inferior Theme 3: Emphasis on Military History Portraying Americans Indians as Enemies Theme 4: Inclusion of American Indians Using Trivial or Minor Events or Descriptions DISCUSSION AND IMPLICATIONS ACKNOWLEDGMENTS NOTES WORKS CITED *Primary Sources 4. NORMALIZING SUBORDINATION: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863–1870 THE CONTRADICTORY INTENTIONS OF A FREED PEOPLE’S SCHOOLING TEXTBOOKS FOR A FREED PEOPLE ANALYZING HISTORICAL CURRICULAR MATERIAL WHITE FANTASIES OF POSTSLAVERY BLACK IDENTITY The Textbooks’ Vision of Politics and Political Life The Textbooks’ Vision of Culture and Black Life The Textbooks and Economics The Textbooks and Race CONCLUSIONS NOTES WORKS CITED Primary Sources 5. FROM INGENIOUS TO IGNORANT,FROM IDYLLIC TO BACKWARDS: Representations of Rural Life in Six U.S. Textbooks over Half a Century METHODOLOGY Background on Data Sources Data Collection and Analysis RESULTS Rural Life Is an Idyll Rural People and Rural Life Are Deficient DISCUSSION INTERPRETATION: RECLAIMING THE RURAL NOTES WORKS CITED *Primary Sources 6. “WITHIN THE SOUND OF SILENCE”: A Critical Examination of LGBQ Issues in National History Textbooks INTRODUCTION TEXTBOOKS AS SOCIAL TEXT THE CHALLENGE OF CITIZENSHIP FRAMING CLAIMS FOR LGBQ RIGHTS OVERVIEW OF INQUIRY AND ANALYSIS Selection of U.S. Textbooks Selection of Canadian Textbooks Analysis of Textbooks ABSENCE, MULTICULTURALISM, AND RECOGNITION A Quiet Struggle for LGBQ Recognition The Context of Rights and Equity TEXTBOOKS AND SOCIAL TEXTS ABOUT CITIZENSHIP CONCLUSIONS ACKNOWLEDGMENTS NOTES WORKS CITED SECTION 2: WHO ARE WE? US AND THEM 7. THE PORTRAYAL OF “THE OTHER” IN PAKISTANI AND INDIAN SCHOOL TEXTBOOKS INTRODUCTION Schools and Textbooks in Pakistan Schools and Textbooks in India INDIA AND PAKISTAN AS NEIGHBORS Pakistani Textbooks Indian Textbooks THE WAY TO PARTITION Pakistani Textbooks Indian Textbooks CONCLUSIONS NOTES WORKS CITED *Curricular Materials Examined 8. ASIAN BODIES, ENGLISH VALUES: Creating an Anglophone Elite in British Malaya EXISTING LITERATURE ON COLONIAL ENGLISH EDUCATION THEORETICAL APPROACH HISTORY OF EDUCATION IN MALAYA “Vernacular” Education and the “Aliens” Versus the “Natives” English Education and Forming an Anglophone Elite ANALYSIS OF TEXTBOOKS Example 1: Elementary Education Example 2: Secondary Education Example 3: Secondary Education CONCLUSIONS NOTES WORKS CITED *Primary Sources 9. HISTORY AND CIVIC EDUCATION IN THE RAINBOW NATION: Citizenship, Identity, and Xenophobia in the New South Africa INTRODUCTION CONSTRUCTING THE NATIONAL NARRATIVE FOR A RAINBOW NATION “Race,” Inequality, and Rights in the South African Constitution Whither the Rainbow? Citizenship vs. Human Rights THE ROLE OF EDUCATION IN CREATING A DELIBERATIVE DEMOCRACY The Curriculum Teaching History and Textbooks THE WAY FORWARD: CRITICAL CITIZENSHIP EDUCATION Concepts of Civic Education From Racial Apartheid to Democratic (Rainbow) Nation-Building WORKS CITED 10. RE-IMAGINING BROTHERHOOD: Republican Values and Representations of Nationhood in a Diversifying France CONTEXTUALIZING THE STUDY GROUNDING THE STUDY THEORETICALLY SETTING UP THE STUDY AND METHODS OF INQUIRY RESULTS The Revolution of 1789 and the Birth of the French Nation-State The Colonial Experience The Current State of Affairs CONCLUSIONS AND IMPLICATIONS FOR FUTURE RESEARCH NOTE WORKS CITED SECTION 3: WHO ARE WE? (RE)NEGOTIATING COMPLEX IDENTITIES 11. DEMOCRATIC CITIZENSHIP EDUCATION IN TEXTBOOKS IN SPAIN AND ENGLAND COMPARATIVE RESEARCH IN SPAIN AND ENGLAND THE INTRODUCTION OF CITIZENSHIP EDUCATION IN SPAIN AND ENGLAND Long Neglect A Committee of Experts Change Agents Key Features of Citizenship Education in England and Spain METHODOLOGY DISCUSSION Emphasizing Moral Responsibility and Social Engagement in Contemporary Society Diversity Teaching Citizenship as a Discrete Subject CONCLUSIONS WORKS CITED *Primary Sources 12. TEXTBOOK AND IDENTITY: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore FOCI AND CONTEXT CONCEPTUAL AND METHODOLOGICAL RESOURCES CURRICULUM GUIDES AND SYLLABUSES Features Aims Knowledge: Structure and Sequence Skills Values/Attitudes TEXTBOOK ANALYSES Rights and Duties/Obligations Memberships and Identities Participation CONCLUSIONS: IMPLICATIONS AND COMPLICATIONS ACKNOWLEDGMENT NOTE WORKS CITED 13. REFRAMING THE NATIONAL NARRATIVE: Curricula Reform and History Textbooks in Turkey’s EU Era HISTORICAL BACKGROUND AND RECENT EDUCATIONAL REFORMS The 1980 Coup D’état The EU Era METHOD: INSPIRED BY CRITICAL DISCOURSE ANALYSIS CONCEPTUAL FRAMEWORK: REPRODUCTION AND SCALE THEORIES STRUCTURE AND DISCOURSES: SELECT TEXTBOOK ANALYSIS FINDINGS Structure and Graphics Conceptualization of the Nation Definition of National Identity Treatment of Religious/Linguistic Minorities DISCUSSION: STATE HEGEMONY OR MULTISCALAR GOVERNANCE? CONCLUSIONS: TENSIONS IN TURKEY’S EU ERA WORKS CITED 14. VACUUM IN THE CLASSROOM?: Recent Trends in High School History Teaching and Textbooks in Zimbabwe A CRITICAL NARRATIVE OF ZIMBABWEAN NATIONALISM THE EDUCATION SECTOR IN ZIMBABWE SINCE 2000 DEBATES ON THE CONCEPTUALIZATION OF HISTORY IN ZIMBABWE IS “PATRIOTIC HISTORY” TAUGHT IN ZIMBABWEAN HIGH SCHOOLS? RESULTS The O’Level Examination Evidence from Teachers Evidence from Recently Published Textbooks CONCLUSIONS NOTES WORKS CITED CONCLUSIONS 15. DEFINING AND DEBATING THE COMMON “WE”: Analyses of Citizen Formation Beyond the Nation-State Mold INTRODUCTION: FRAMING THE COMMON “WE” THE NATION-STATE CONTAINER ALTERNATIVE FRAMES BEYOND METHODOLOGICAL NATIONALISM NOTE WORKS CITED 16. SCHOOL TEXTBOOKS, US AND THEM: A Conclusion OBSERVED PATTERNS SO WHAT TO DO? WORKS CITED CONTRIBUTORS INDEX