The new politics of the textbook critical analysis in the core content areas /
In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students. The contributors of this volume and its partner (The New Politics of the...
| Other Authors: | Hickman, Heather,, Porfilio, Bradley J.,, SpringerLink (Online service) |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
Rotterdam :
Sense,
©2012.
Rotterdam : [2012] |
| Physical Description: |
1 online resource (xix, 339 pages). |
| Series: |
Constructing knowledge ;
v. 2. |
| Subjects: |
| Summary: |
In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students. The contributors of this volume and its partner (The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks) guide educators, school administrators, academics, and other concerned citizens to unpack the political, social, and cultural influences inherent in the textbooks of core content areas such as math, science, English, and social science. They urge readers to reconsider the role textbooks play in the creation of students' political, social, and moral development and in perpetuating asymmetrical social and economic relationships, where social actors are bestowed unearned privileges and entitlements based upon their race, gender, sexuality, class, religion and linguistic background. Finally, they suggest ways to resist the hegemony of those texts through critical analyses, critical questioning, and critical pedagogies. |
|---|---|
| Item Description: |
Problematizing the Portrayal of Marginalized Groups in Textbooks -- A Qualitative Understanding Ofpreservice Teachers' Critical Examination of Textbook Curriculum Units as Political Text / Sandra Foster -- Finding my Serpent Tongue / Theresa Montano, Rosalinda Quintanar-Sarellana -- Math and Science Education -- Women on the Margins / Rachel Sutz Pienta, Ann Marie Smith -- Representation of Diversity in Science Textbooks / Robert Ceglie, Vida Olivares -- English Language Arts Education -- Handling Heteronormativity in High School Literature Texts / Heather Hickman -- The Open Court Reality / Elizabeth Jaeger -- E Pluribus Unum / Mary Christianakis, Richard Mora -- Social Science & Humanities Education -- Uncovering and Destabilizing Heteronormative Narratives in World History Textbooks / Scott S. Wylie -- The Exclusion and Inclusion of Women in American Government Textbooks / Christiane Olivo -- Context and Community / Christine Rogers Stanton -- Textbook Orientalism / Lisa Zagumny, Amanda B. Richey -- Swept Under the Rug / Caroline Knight -- Don't Ask about and Don't Tell the Lies my Teacher Told me / Jeffrey M. Hawkins -- Invisible Indians / Kate Cummings -- Gender Representation in AP ART History Textbooks / Denise Michelle Cornish, Sherrie Carinci, Jana Noel -- Neo--Confederate Ideology & History Textbooks -- 1860 to 2010 / Faith Agostinone-Wilson -- Afterword / Lauren P. Hoffman. Includes bibliographical references. In an era when corporate and political leaders are using their power to control every aspect of the schooling process in North America, there has been surprisingly little research on the impact of textbook content on students. The contributors of this volume and its partner (The New Politics of the Textbook: Problematizing the Portrayal of Marginalized Groups in Textbooks) guide educators, school administrators, academics, and other concerned citizens to unpack the political, social, and cultural influences inherent in the textbooks of core content areas such as math, science, English, and social science. They urge readers to reconsider the role textbooks play in the creation of students' political, social, and moral development and in perpetuating asymmetrical social and economic relationships, where social actors are bestowed unearned privileges and entitlements based upon their race, gender, sexuality, class, religion and linguistic background. Finally, they suggest ways to resist the hegemony of those texts through critical analyses, critical questioning, and critical pedagogies. |
| Physical Description: |
1 online resource (xix, 339 pages). |
| Bibliography: |
Includes bibliographical references. |
| ISBN: |
9789460919121 946091912X 9789460919305 9460919308 |