Reconstructing Memory: Textbooks, Identity, Nation, and State

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