The Nation, Nationhood, and Nationalism in Textbook Research from 1951 to 2017

Carrier, Peter

doi:10.1057/978-1-137-53142-1_13

Cited by 11 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Later, Weinbrenner (1992) identified three noteworthy textbook research directions, which could be categorized as “process‐oriented,” “product‐oriented,” and “effect‐oriented.” Subsequently, according to Bock (2018), Wiater (2002) also suggested five main areas of textbook research, representing textbooks “‘as part of research into the history of culture,’ ‘as part of media research,’ ‘from a subject‐specific view,’ ‘as text analysis research,’ and ‘as part of research on historical sources’” (p. 58). Carrier (2018) looked for other ways of investigating textbooks to show how textbooks buttressed national identities and histories to sustain the status quo. Carrier (2018) specifically introduced and explored three epistemic positions of textbook research based on instrumental, descriptive, and analytical viewpoints, providing useful conceptual tools to shed light on the national and institutional centrality in governing textbook production and dissemination.…”

Section: Two Major Approaches To Textbooksmentioning

confidence: 99%

“…Carrier (2018) looked for other ways of investigating textbooks to show how textbooks buttressed national identities and histories to sustain the status quo. Carrier (2018) specifically introduced and explored three epistemic positions of textbook research based on instrumental, descriptive, and analytical viewpoints, providing useful conceptual tools to shed light on the national and institutional centrality in governing textbook production and dissemination. Overall, the previous research that mainly reviewed secondary school textbook studies has demonstrated that there are two significant perspectives to look at textbooks: “textbooks as texts” and “textbooks as resources.”…”

Section: Two Major Approaches To Textbooksmentioning

confidence: 99%

See 1 more Smart Citation

Rethinking textbooks as active social agents in interpretivist research

Goh

2022

The Curriculum Journal

View full text Add to dashboard Cite

Textbooks are artifacts. They are made, used, interpreted, and understood in a wide range of ways. In this sense, regardless of its theoretical assumptions, textbook analysis is an evolving and pioneering task as textbooks bring about manifold knowledge, relationships, and emotions. When exploring the texts, images, and functions in and beyond the textbooks, researchers would recognize textbooks as interactive subjects in the social world rather than simply as content carriers. Although content analysis has long been employed as a methodology for textbook analysis, there are multiple pathways to investigate textbooks. The paper pays specific attention to interpretivist methodologies that may allow researchers to see the textbooks' interactive performance and impacts on others and researchers themselves. First, the paper reviews and pieces together previously established approaches and orientations of textbook studies. Second, the paper attempts to build a broad framework for analysing textbooks based mainly on Prior's and Cooren's arguments about reconceptualizing documents and texts, respectively. Third, the paper explores the implications of the analysis mentioned earlier and examines two interpretivist research methodologies, including symbolic interactionism and autoethnography, to open up the possibilities of rethinking textbooks as active social agents in human life instead of repositories of information and ideologies.

show abstract

Section: Two Major Approaches To Textbooksmentioning

confidence: 99%

Section: Two Major Approaches To Textbooksmentioning

confidence: 99%

Rethinking textbooks as active social agents in interpretivist research

Goh

2022

The Curriculum Journal

View full text Add to dashboard Cite

show abstract

“…Este cambio ponía un énfasis en los procesos de construcción de la historia y en cómo los historiadores construyen el conocimiento histórico. La oposición entre una "historia tradicional" nacionalista y una "nueva historia", más centrada en el cómo se produce el conocimiento histórico, constituye aún hoy una tensión no resuelta que ha tenido un gran impacto en las investigaciones sobre los libros de texto de historia y que guiará la presente sección (Carrier, 2018;Foster, 2011;Fuchs y Sammler, 2016).…”

Section: Los Libros De Texto Y Las Narrativas Nacionalesunclassified

“…El papel de los libros de texto como transmisores de una narrativa nacional oficial marcadamente nacionalista, lejos de disminuir en las últimas décadas, parece acrecentarse (Carrier, 2018;Foster, 2012;Grever y Van der Vlies, 2017;Popp, 2009; Van der Leeuw-Roord, 2004). Como señalaba Stuart Foster (2012), en un análisis sobre el papel de los libros de texto en una época de globalización, la gran mayoría de libros de texto a lo largo del mundo comparten dos características principalmente: "a menudo adoptan una perspectiva nacionalista de los eventos históricos (…) y presentan a los estudiantes una única narrativa 'oficial'" (p. 51).…”

Section: Los Libros De Texto Y Las Narrativas Nacionalesunclassified

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

Rodríguez

2020

Panta Rei

View full text Add to dashboard Cite

Tradicionalmente, las narrativas nacionales han jugado un papel central en la enseñanza y el aprendizaje de la historia. Sin embargo, desde finales del siglo XX, existe un énfasis en señalar lo inadecuado de estas narrativas para el desarrollo del pensamiento histórico. Este artículo, mediante una revisión sistemática, analiza la evolución del papel de las narrativas nacionales en los últimos 25 años. Para ello, se analiza por un lado el papel de las narrativas nacionales en los manuales de historia. Por otro lado, se recogen los principales avances producidos en cómo los estudiantes narran la historia de su nación. Las investigaciones muestran una pervivencia de estas narrativas nacionales en la transmisión y comprensión del pasado, si bien continúan surgiendo proyectos relevantes para desnacionalizar la enseñanza del pasado. Finalmente, se discuten algunos de los retos futuros que se plantean para este tipo de investigaciones. Traditionally, national narratives have played a central role in the teaching and learning of history. However, since the end of the 20th century, history educators have pointed out how these narratives can hinder the development of historical thinking. Through a systematic literature review, this article analyses the role of national narratives as it has evolved in the last 25 years. On the one hand, studies focused on the role of national narratives in history textbooks are analysed. On the other hand, the article reflects on the advances in research on how the students narrate the past of their nation. In general, research shows the relevance of these national narratives in the way the past is produced and consumed. Nevertheless, new projects continue to emerge which propose to denationalize the past. Finally, some of the new challenges for this line of research are discussed.

show abstract

“…2 2See Carrier (2018) on the concepts of nation, nationhood, and nationalism in textbook studies and Chisholm (2018) on the representations of class, race, and gender in school textbooks.…”

mentioning

confidence: 99%

The content of school textbooks in (nation) states and “stateless autonomies”: A comparison of Turkey and the Autonomous Administration of North and East Syria (Rojava)

Dinc

2020

Nations and Nationalism

View full text Add to dashboard Cite

Highlighting the modernity of state institutions, Hobsbawm defines the nation as a modern territorial state (the nation‐state) and argues that nation and nationality cannot be discussed unless they refer to the nation‐state. Hobsbawm's conception of nations and nationality in the context of the nation‐state warrants readdress by comparing Westphalian models of states with subjects that do not attempt a territorial model but arguably still invest in the nation and a sense of nationality. This article compares the discourses of building nations and national identities fostered in the content of school textbooks in the Republic of Turkey—a modern, territorial nation‐state—and the Autonomous Administration of North and East of Syria (hereafter Rojava)—an alternative state system model established in the power vacuum proceeding Bashar al‐Assad regime withdrawal from expansive territory in northern Syria. In doing so, the article revisits the existing literature on the correlation between the content and political associations of school textbooks through a comparative analysis of primary school course materials in Turkey and Rojava, neighbouring and conflicting political entities that occupy contrasting domains of statehood and military capacity.

show abstract

The Nation, Nationhood, and Nationalism in Textbook Research from 1951 to 2017

Cited by 11 publications

References 11 publications

Rethinking textbooks as active social agents in interpretivist research

Rethinking textbooks as active social agents in interpretivist research

Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes

The content of school textbooks in (nation) states and “stateless autonomies”: A comparison of Turkey and the Autonomous Administration of North and East Syria (Rojava)

Contact Info

Product

Resources

About