World History: Patterns of Interaction Texas Implementation Packs Grades 9-12
Author: Mcdougal Littel
Publisher: McDougal Littell/Houghton Mifflin
Published: 2003-05-20
Total Pages:
ISBN-13: 9780618184842
DOWNLOAD EBOOK →Author: Mcdougal Littel
Publisher: McDougal Littell/Houghton Mifflin
Published: 2003-05-20
Total Pages:
ISBN-13: 9780618184842
DOWNLOAD EBOOK →Author: Mcdougal Littel
Publisher: McDougal Littell/Houghton Mifflin
Published: 2002-05-21
Total Pages: 96
ISBN-13: 9780618234318
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Publisher: McDougal Littel
Published: 2002-06-13
Total Pages: 0
ISBN-13: 9780618234301
DOWNLOAD EBOOK →Author: Mcdougal Littel
Publisher: McDougal Littel
Published: 2002-06-13
Total Pages: 88
ISBN-13: 9780618186280
DOWNLOAD EBOOK →Author: Beck
Publisher: McDougal Littell/Houghton Mifflin
Published: 2002-06-13
Total Pages: 80
ISBN-13: 9780618234325
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Publisher: McDougal Littel
Published: 2002-03-11
Total Pages: 0
ISBN-13: 9780618183531
DOWNLOAD EBOOK →Author: Beck
Publisher: McDougal Littell/Houghton Mifflin
Published: 2002-06-13
Total Pages: 80
ISBN-13: 9780618234295
DOWNLOAD EBOOK →Author: Stephen Jackson
Publisher: Taylor & Francis
Published: 2022-11-30
Total Pages: 255
ISBN-13: 1000785092
DOWNLOAD EBOOK →This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.
Author: Heather Hickman
Publisher: Springer Science & Business Media
Published: 2012-10-13
Total Pages: 339
ISBN-13: 946091912X
DOWNLOAD EBOOK →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.