Reframing The National Narrative
Since the inception of the Republic of Turkey in 1923, the Turkish state has utilized history textbooks to promulgate nationalist narratives and cultivate a carefully conceived notion of national identity.
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(Re)Constructing Memory: Textbooks, Identity, Nation, and State
Edited by James H. Williams The George Washington University Washington, DC, USA and Wendy D. Bokhorst-Heng Crandall University, Moncton, New Brunswick, Canada
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-507-4 (paperback) ISBN: 978-94-6300-508-1 (hardback) ISBN: 978-94-6300-509-8 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Cover image by Richard Bickel (www.richardbickelphotography.com)
Printed on acid-free paper
All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community
vii
Acknowledgmentsxi 1. Introduction: Palimpsest Identities in the Imagining of the Nation: A Comparative Model Wendy D. Bokhorst-Heng
1
Section 1: Who Are We? Textbooks, Visibility, and Membership in the State 2. Are Mexico’s Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico Sarah Corona Berkin
27
3. The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks Carolyn A. Brown†
49
4. Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863–187073 Ronald E. Butchart 5. From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century Aimee Howley, Karen Eppley and Marged H. Dudek 6. “Within the Sound of Silence”: A Critical Examination of LGBQ Issues in National History Textbooks Sandra J. Schmidt
93
121
Section 2: Who Are We? Us and Them 7. The Portrayal of “The Other” in Pakistani and Indian School Textbooks Basabi Khan Banerjee and Georg Stöber 8. Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya Adeline Koh
v
143
177
TABLE OF CONTENTS
9. History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa Carol Anne Spreen and Chrissie Monaghan
199
10. Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France Travis Nesbitt and Val Rust
219
Section 3: Who Are We? (Re)Negotiating Complex Identities 11. Democratic Citizenship Education in Textbooks in Spain and England Claudia Messina, Vanita Sundaram and Ian Davies
239
12. Textbook and Identity: A Comparative Study of the Primary Social Education Curric
