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The new politics of the textbook : problematizing the portrayal of marginalized groups in textbooks

Author: Heather Hickman; Bradley J Porfilio
Publisher: Rotterdam ; Boston : Sense Publishers, ©2012.
Series: Constructing knowledge, v. 1.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force  Read more...
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Document Type: Book
All Authors / Contributors: Heather Hickman; Bradley J Porfilio
ISBN: 9789460919114 9460919111 9789460919107 9460919103
OCLC Number: 801086219
Description: xxix, 318 pages ; 24 cm.
Contents: pt. 1. Problematizing the portrayal of marginalized groups in textbooks --
pt. 2. Math and science education : where hegemony can hide --
pt. 3. English language arts education : a story of exclusion --
pt. 4. Social science & humanities education : representation & resistance.
Series Title: Constructing knowledge, v. 1.
Responsibility: edited by Heather Hickman and Brad Porfilio.

Abstract:

In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students' thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production.

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