By James H Williams, Wendy D Bokhorst-Heng
This publication engages readers in 13 conversations offered through authors from worldwide concerning the function that textbooks play in supporting readers think club within the country. Authors' voices come from quite a few contexts - a few old, a few modern, a few offering analyses through the years. yet all of them reflect on the altering portrayal of range, belonging and exclusion in multiethnic and numerous societies the place silenced, invisible, marginalized contributors have struggled to make their voices heard and to have their identities integrated into the nationwide narrative. The authors talk about portrayals of earlier exclusions round faith, ethnicity, sexual orientation, as they appear on the moving limitations of insider and outsider. This publication is hence approximately "who we're" not just demographically, but in addition when it comes to the previous, particularly how and even if we educate discredited pasts via textbooks. The concluding chapters presents methods ahead in considering what could be performed to advertise curricula which are extra inclusive, serious and definitely bonding, in more and more better and extra inclusive contexts.
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Additional info for (Re)Constructing Memory: Textbooks, Identity, Nation, and State
Sample text
J. (2011). The Zimbabwean nation-state project: A historical diagnosis of identity and power-based conflicts in a postcolonial state (Discussion Paper 50). Uppsala, Sweden: Nordiska Afrikainstitutet. , & Bellwood, P. (2013). The encyclopedia of global human migration (5-volume set). New York, NY: John Wiley and Sons. Newman, W. N. (1973). A study of minority groups and social theory. New York, NY: Harper & Row. O’Brien, R. (1992). Global financial integration: The end of geography. New York, NY: Council on Foreign Relations Press.
Using elements of discourse analysis, McClure, Yazan, and Selvi analyze high school history textbooks before and after Turkey’s 2004–2005 curricula reform within the context of the nation’s broader negotiations regarding membership in the European Union. They seek to determine whether and how history textbooks have changed regarding their conceptualization of the nation-state, the definition of national identity, and the treatment of religious and linguistic minorities. Finally, Barnes, Nyakudya, and Phiri provide an analysis of recent trends in high school history teaching and textbooks in Zimbabwe.
Nationalist exclusion and ethnic conflict: Shadows of modernity. Cambridge, UK: Cambridge University Press. Winter, E. (2011). Us, them and others: Pluralism and national identity in diverse societies. Toronto, Canada: University of Toronto Press. Young, I. M. (1989). Polity and group difference: A critique of the ideal of universal citizenship. Ethics, 99, 250–274. Wendy D. Bokhorst-Heng Crandall University Moncton, New Brunswick, Canada 24 SECTION 1 WHO ARE WE? TEXTBOOKS, VISIBILITY, AND MEMBERSHIP IN THE STATE SARAH CORONA BERKIN 2.
