Copts in Egyptian history textbooks: towards an integrated framework for analyzing minority representations

Abdou, Ehaab D.

doi:10.1080/00220272.2017.1398352

Cited by 19 publications

(6 citation statements)

References 32 publications

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“…The analysis for this study drew on insights from an established framework for the representation of minorities in textbooks (Abdou, 2018). The framework emphasizes the importance of analysing the minority narratives, including texts and visuals, characteristics and traits, intergroup relationships, and contributions, as well as the interaction between the minority narratives and the dominant narrative.…”

Section: Discussionmentioning

confidence: 99%

Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)

Qian

Colak

Ağırdağ

2022

Journal of Curriculum Studies

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This study draws on data collected from Chinese language textbooks to investigate the ways in which ethnic minority cultures and languages are represented in primary school textbooks in China. Drawing on the methods of thematic and comparative analysis, we specifically analyse how the representation of ethnic minorities in Chinese textbooks has changed across different periods in history. The analysis reveals that the representation of ethnic minority cultures and languages is largely limited to the contributions approach and additive approach to multicultural curriculum development. The findings show a largely selective, traditional, and stereotypical representation of ethnic minority cultures and languages in school textbooks, which focus primarily on cultures from representative ethnic groups. Although an accurate and equitable representation of ethnic minorities is still mostly lacking in Chinese language textbooks, a multicultural approach to ethnic diversity has been gaining ground over the past four decades. Interestingly, increasing interest in a multicultural approach has been accompanied by decreasing tolerance towards ethnic multilingualism in textbooks over the past four decades. Such observable trends towards monolingualism and multiculturalism in the representation of ethnic and linguistic diversity in textbooks echo the continuous changes in national education policy.

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Section: Discussionmentioning

confidence: 99%

Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)

Qian

Colak

Ağırdağ

2022

Journal of Curriculum Studies

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“…In these studies, it has been seen that the author's point of view or the social context is essential in emphasizing which religion is prioritized. For example, in the study by Abdou (2018), how much space Christians were given in the Egyptian history books is examined. Since Muslims are the majority in Egypt, it has been revealed that this situation is reflected in the books and that Christians are entirely ignored.…”

Section: Social Inequality Dimensions/sub-dimensions Addressed In The...mentioning

confidence: 99%

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

GÜRSOY>

Kara

2023

Kuramsal Eğitimbilim

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This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities. A detailed analysis was carried out on 63 studies included in terms of the target audience, the design, which inequality and curriculum dimension the studies focused on, and their purposes. The remaining data were coded on the text document through descriptive and interpretive codes. As a result of the research, it was found that social inequalities started to be handled from different perspectives and multidimensionally. Also, studies were carried out to reflect the current events, and the curriculum dimension mainly focused on the learning-teaching process and content. However, the number of applied studies was higher than theoretical ones. Moreover, the studies were carried out to demonstrate that the inequalities were legitimized and reproduced. These studies were carried out with students, teachers and documents as a data source by using the case study design in general.

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“…Studies have shown that those competing discourses manifest in curricula and also inform some minority groups' sense of alienation and exclusion. For instance, textual analyses of some Egyptian curricula have found them to be highly nationalistic, while emphasizing the Arab and Muslim identities at the expense of the country's diversity and several ethnic and religious minorities (Abdou, 2016(Abdou, , 2017bAtallah & Makar, 2013;Botros, 2012;Sobhy, 2015). These discourses, coupled with the rise of Islamic religious extremism and violence over the past decades, have translated into growing feelings of alienation of several indigenous religious minority groups in and outside their classrooms, such as Egyptian Christians (Copts) (Ha, 2016).…”

Section: The Egyptian Contextmentioning

confidence: 99%

Investigating the Discourses Shaping Egyptian Curriculum and Students' Approaches to the Country's Ancient Histories: Envisioning an Indigenous Epistemology

Abdou¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Copts in Egyptian history textbooks: towards an integrated framework for analyzing minority representations

Cited by 19 publications

References 32 publications

Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)

Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

Investigating the Discourses Shaping Egyptian Curriculum and Students' Approaches to the Country's Ancient Histories: Envisioning an Indigenous Epistemology

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