What shall we tell the children? : international perspectives on school history textbooks /

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Bibliographic Details
Imprint:Greenwich, Conn. : IAP- Information Age Pub., ©2006.
Description:1 online resource (xiv, 248 pages)
Language:English
Series:Research in Curriculum and Instruction.
Research in curriculum and instruction.
Subject:History -- Study and teaching.
History -- Textbooks.
HISTORY -- Study & Teaching.
History -- Study and teaching.
History.
Geschichtsunterricht
Schulbuch
Internationaler Vergleich
Geschichtsunterricht.
Schulbuch.
Internationaler Vergleich.
Electronic books.
Electronic books.
Textbooks.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11286343
Hidden Bibliographic Details
Other authors / contributors:Foster, Stuart J., 1960-
Crawford, Keith, 1950-
ISBN:9781607525349
1607525348
1281384119
9781281384119
1593115091
9781593115098
1593115105
9781593115104
Notes:Includes bibliographical references.
Print version record.
Summary:This text illustrates that as instruments of socialization and sites of ideological discourse, textbooks are artefacts in introducing young people to a specific historical, cultural and socioeconomic order.
Other form:Print version: What shall we tell the children? Greenwich, Conn. : IAP- Information Age Pub., ©2006 9786611384111
Description
Summary:The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order. Crucially, exploring the social construction of school textbooks and the messages they impart provides an important context from within which to critically investigate the dynamics underlying the cultural politics of education and the social movements that form it and which are formed by it. The school curriculum is essentially the knowledge system of a society incorporating its values and its dominant ideology. The curriculum is not our knowledge born of a broad hegemonic consensus, rather it is a battleground in which cultural authority and the right to define what is labelled legitimate knowledge is fought over. As each chapter in this book illustrates curriculum as theory and practice has never been, and can never be, divorced from the ethical, economic, political, and cultural conflicts of society which impact so deeply upon it.We cannot escape the clear implication that questions about what knowledge is of most worth and about how it should be organized and taught are problematic, contentious and very serious.
Physical Description:1 online resource (xiv, 248 pages)
Bibliography:Includes bibliographical references.
ISBN:9781607525349
1607525348
1281384119
9781281384119
1593115091
9781593115098
1593115105
9781593115104