ISBN:
9789460919114
,
9789460919107
,
9789460919121
Language:
English
Pages:
Online-Ressource (XXXII, 348 Seiten)
Series Statement:
Constructing Knowledge, Curriculum Studies in Action 1
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Erscheint auch als The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks
Keywords:
Textbook bias
;
Textbooks
;
Education
;
Education
;
Aufsatzsammlung
;
USA
;
Bildungspolitik
;
Schulbuch
;
Curriculum
;
Randgruppe
;
Darstellung
;
Beeinflussung
;
Soziale Ungleichheit
;
Diskriminierung
;
Schule
;
Geschlecht
;
Sozialstatus
;
Stereotyp
;
Patriotismus
;
Militarismus
;
Konsumismus
;
Homophobie
;
Individualismus
;
Technologie
;
Bildungswesen
;
Geschlechterrolle
Abstract:
In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students’ thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production
Description / Table of Contents:
The New Politics of the Textbook; TABLE OF CONTENTS; FOREWORD; REFERENCES; CONTRIBUTORS; INTRODUCTION; PURPOSE; SIGNIFICANCE; PART I: PROBLEMATIZING THE PORTRAYAL OF MARGINALIZED GROUPS IN TEXTBOOKS; PART II: MATH AND SCIENCE EDUCATION; PART III: ENGLISH AND LANGUAGE ARTS EDUCATION; PART IV: SOCIAL SCIENCE AND HUMANITIES EDUCATION; CONCLUSION; REFERENCES; PART I: PROBLEMATIZING THE PORTRAYAL OF MARGINALIZED GROUPS IN TEXTBOOKS; A QUALITATIVE UNDERSTANDING OF PRESERVICE TEACHERS' CRITICAL EXAMINATION OF TEXTBOOK CURRICULUM UNITS AS POLITICAL TEXT; INTRODUCTION; CURRICULUM AS A POLITICAL TEXT
Description / Table of Contents:
TEACHING AS A POLITICAL ACTMULTICULTURAL EDUCATION; TEACHER EDUCATION IN A JESUIT UNIVERSITY; METHODS; RESULTS: CRITICAL PEDAGOGY AND ALTERNATIVE NARRATIVES; EQUITY; SOCIAL JUSTICE; CONCLUSION AND IMPLICATIONS; QUESTIONS FOR REFLECTION; REFERENCES; FINDING MY SERPENT TONGUE: Do ESL Textbooks Tap the Linguistic and Cultural Capital of Our Long-Term English Language Learners?; NOT ALL ENGLISH LEARNERS ARE EQUAL; A CRITICAL APPROACH TO THE ANALYSIS OF ESL TEXTBOOKS; METHODS; Academic Language and Critical Literacy; THE CONTEXT; Protocol and Procedure of Conducting the Textbook Analysis
Description / Table of Contents:
THE LITERACY SKILLS OF LTELFINDINGS; Language Proficiency; Content Analysis; Language and Historical Hegemony; CONCLUSION; QUESTIONS FOR REFLECTION; REFERENCES; PART II: MATH AND SCIENCE EDUCATION: Where Hegemony Can Hide; WOMEN ON THE MARGINS: The Politics of Gender in the Language and Content of Science Textbooks; LITERATURE REVIEW; SCIENTIFIC METHOD AND FEMINISM IN TEXTBOOKS; METHODS; RESULTS; SCIENCE CONTINUES TO BE DOMINATED BY CAUCASIAN MEN; SCIENCE IS A PROCESS THAT CHANGES OVER TIME; EFFECTIVE SCIENTISTS ARE OBJECTIVE OBSERVERS; IMPLICATIONS AND CONCLUSIONS; QUESTIONS FOR REFLECTION
Description / Table of Contents:
ACKNOWLEDGEMENTSREFERENCES; REPRESENTATION OF DIVERSITY IN SCIENCE TEXTBOOKS; INTRODUCTION; THE CULTURE OF SCIENCE AND SCIENCE STEREOTYPES; THE (OVER)USE AND INFLUENCE OF TEXTBOOKS IN SCIENCE; THE INFLUENTIAL TEXTBOOK; STUDIES ON TEXTBOOKS AND THE PERPETUATION OF SCIENCE STEREOTYPES; Nature of Science as a Measure of Diversity; MEASURING DIVERSITY IN SCIENCE TEXTBOOKS; A PILOT STUDY EXPLORING DIVERSITY IN SCIENCE TEXTBOOKS; HOLT: BIOLOGY; IT'S ABOUT TIME: BIOCOMM; DISCUSSION; CONCLUSION; QUESTIONS FOR REFLECTION; REFERENCES; PART III: ENGLISH LANGUAGE ARTS EDUCATION: A Story of Exclusion
Description / Table of Contents:
HANDLING HETERONORMATIVITY IN HIGH SCHOOL LITERATURE TEXTSINTRODUCTION; THE HETERONORMATIVE ENVIRONMENT; HETERONORMATIVITY IN TEXTBOOKS; QUEER THEORY AND MULTICULTURAL EDUCATION; TEACHERS AND STUDENTS USING CRITICAL LITERACY TOWARD CRITICAL MULTICULTURAL EDUCATION; WHAT CAN TEACHERS DO? CRITICAL APPROACHES TO TEACHING AND LEARNING; LOOKING AHEAD; QUESTIONS FOR REFLECTION; REFERENCES; THE OPEN COURT REALITY: Stories of Success for Unsuccessful Readers; INTRODUCTION; NCLB, MCGRAW-HILL, AND OPEN COURT: A HAPPY PARTNERSHIP; CULTURE OF SUCCESS/REALITY OF FAILURE; CULTURE OF SUCCESS
Description / Table of Contents:
REALITY OF FAILURE
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6091-912-1
URL:
Volltext
(lizenzpflichtig)
URL:
Volltext
(lizenzpflichtig)
Permalink
