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Myskow, Gordon. "Evaluative language in history textbooks." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6234/.
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This three-module thesis employs quantitative and qualitative methods to investigate evaluative language in Canadian secondary school and university history textbooks. The first module overviews approaches to the study of evaluation and key issues of historical discourse in need of research. The second module proposes a framework (Levels of Evaluation) for investigating history texts that combines methods from Martin and White’s (2005) Appraisal theory, and Hunston’s (2011) Status, Value and Relevance. The third module further theorizes this framework, employing Kress and van Leeuwen’s (2006) methods to account for evaluative features of visual texts. The Appraisal framework is also elaborated to include two subcategories of Judgment: Normality, and the Appreciation network is reworked to account for different types of historical significance. Coffin’s (2000) Voices of History framework is expanded to include an intermediary voice between Recorder and Appraiser, which was found to be a salient feature of history textbooks. Key findings include a higher frequency in secondary school than university textbooks of inscribed Attitude, a high overall occurrence of the resources of Affect, and a low overall occurrence of extra-evaluation, the evaluative level concerned with disciplinary engagement. Implications for the study of evaluation in historical discourse and history education are discussed.
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Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.
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Ismail, Mazeeyah. "Judging Grade 10 History textbooks by their covers." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80445.
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We have always been told not to judge a book by its cover. However, the cover serves as the porthole into the book’s soul. An attractive book cover creates an appetite and one would want to delve into the book. A cover may not reveal the entire contents of the book but it is through the cover that decisions are made to continue reading a book, purchase a book or simply be turned off due to a dull and boring outer appearance. The centrality of history textbook covers shapes an educational response of teachers and learners alike. It creates meaning for the browser, buyer or reader. The idea of a history textbook cover wrapped in colour, image, typography and minutiae directed my interest towards the interpretations that arise from these elements. Hence, this study was conducted to judge selected Grade 10 History textbook covers. The purpose of this dissertation was to gain an understanding of the conclusions one can draw in a connotative and denotative manner from judging Grade 10 History textbook covers.
This qualitative study was informed by the interpretivist paradigm and sought to understand the hidden ideologies and multi-complex meanings that may arise when a historical educational judgement is passed. A purposive sample of five Department of Basic Education (DBE) approved Grade 10 History textbooks were chosen to explore the phenomenon – judgement. Denotation and connotation as branches of iconography served as the key analysing methods and provided an all-encompassing judgement of the covers. Through the application of critical discourse analysis (CDA), nine historically significant discourses manifested and revealed unequal traces of gender, race and class on the covers of the selected history textbooks. These disparities are not entirely what is stipulated in the South African Constitution and CAPS-History curriculum. My study showed how the historical and visual elements seen on the covers have political, social, cultural, commercial and educational forces. These forces direct the historical story to be displayed and further influence the historical intellectual judgement of Grade 10 learners and teachers in the classroom.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
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Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.
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Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.
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Landis, Geraldine. "Heroes and villains : an analysis of the treatment of individuals in the world history textbooks /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172039/.
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Mitchell, Michele D. "The Color Line and Georgia History Textbooks: A Content Analysis." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/sociology_theses/38.
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The purpose of this research is to define racialized textbook bias, conduct a content analysis of Georgia history textbooks, and answer the following question: how is race framed in contemporary Georgia history textbooks? A content analysis of nine Georgia history textbooks was completed for grades two and eight. A Du Boisian theoretical framing of race prejudice as the macro-social condition of the micro-social process of race was an integral component of the content analysis. The findings revealed the existence of racialized textbook bias in the form of marginalization, compartmentalization, and omission suggesting the continuation of White supremacy and Black oppression in the process of education in Georgia public schools.
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Edin, Kristian. "Canadian natives from a post-colonial perspective in history textbooks." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35082.
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Syftet med denna uppsats är att undersöka beskrivningen av kanadensiska urinvånare i kanadensiska historieläroböcker, från ett postkolonialt perspektiv,för att se om de innehåller någon form av fördomar. Med en kvalitativ metod,och i jämförelse med tidigare genomförda studier inom samma område, analyseras fyra kanadensiska historieläroböcker för gymnasinivå. mina sammanfattningar visar att läroböcker är mindre fördomsfulla idag än för tjugo år sedan, men från ett postkolonialt teoretiskt perpsektiv innehåller de fortfarande tendenser av en världsuppfattning som stammar från kolonialt tänkande.The aim of this study is to examine the portrayal of Canadian Natives in Canadian history textbooks, through a postcolonial theory, to see if they contain bias or prejudices. With a qualitative method, and in comparison to previously conducted studies of textbook bias, four Canadian high-school history textbooks are analyzed. My conclusions show that textbooks are less bias than twenty years ago, but that they from a postcolonial theory perspective still carry tendencies of colonial conceptions.
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Aburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.
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Bunge, Hans-Henning. "Comparing Ancient History Textbooks of Imperial Germany and the Weimar Republic." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1197059579.
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Tang, Shuk-ching. "A content analysis of the certificate level history textbooks in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264653.
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Cooke-Sawyer, Sheryl. "Gender bias and sex role stereotyping in grade seven history textbooks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39810.pdf.
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ARAUJO, CINTHIA MONTEIRO DE. "FOR OTHER POSSIBLE HISTORIES: SEARCHING FOR CULTURAL DIALOGUES IN HISTORY TEXTBOOKS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21328@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A análise de políticas de currículo para o ensino de História nas últimas décadas revela a permanência de uma organização curricular caracterizada por uma perspectiva temporal linear e progressiva. Com apoio na teorização de Ivor Goodson, François Hartog e Reinhart Kosseleck, é possível compreender essa característica como parte de uma tradição disciplinar que se mantém estável desde o século XIX, momento de constituição da História como disciplina escolar, e que é qualificada aqui como uma tradição moderna, uma vez reconhecida a presença de marcas de um regime moderno de historicidade. Essa tradição tem implicado a configuração de um determinado lugar para a História do Brasil, marcado por uma lógica eurocêntrica, que, quando não exclui, posiciona o Outro num lugar subalternizado do processo da História. A crítica e a busca de construção de uma alternativa é proposta nesta tese com base nas contribuições de Boaventura de Sousa Santos, que, acusando as indolências da razão ocidental, propõe a superação das monoculturas racionais por meio de uma sociologia das ausências, uma sociologia das emergências e de um trabalho de tradução. Sendo assim, defendo que a crítica da monocultura do tempo linear no ensino de História pode promover a emergência da outras histórias possíveis. A ênfase na dimensão temporal de simultaneidade favorece contatos e confrontos necessários para o estabelecimento de diálogos interculturais no saber histórico escolar, que reconhecido em sua especificidade epistemológica e sua dimensão cultural pode se constituir em espaço de realização do trabalho de tradução. A pesquisa desenvolvida aqui procura em duas coleções didáticas para o ensino de História, aprovadas pelo PNLD 2011, marcas da tradição e sinais de alternativas, com o objetivo de, por um lado, desvelar as assimetrias que geram inexistências e desestimulam emergências, e, por outro lado, ampliar simbolicamente as narrativas históricas possíveis. A análise de conteúdo explora o lugar ocupado pela História do Brasil na organização geral das coleções e as concepções de tempo que são explicitadas e mobilizadas no tratamento dos conteúdos. Além dos limites e vantagens para a construção de zonas de contato interculturais impostos pelas opções de organização curricular de cada uma das coleções – organização cronológica e organização temática –, os resultados apontam para as potencialidades de proliferação de totalidades e de desenvolvimento de uma multiplicidade das temporalidades.
The analysis of curriculum policies for History Teaching in the last decades shows the persistence of a linear and progressive time perspective in curricular organization.Supported by Ivor Goodson, François Hartog and Reinhart Kosseleck’s theories, this characteristic is understood as part of a disciplinary tradition that remains stable since nineteenth century, when History had achieved a status of school discipline. This tradition is here defined as a modern one since it contains evidences of a modern regime of historicity. It had resulted in a specific place for Brazilian History in historical narratives, related to an Eurocentric logic that excludes or settles the Other in a secondary place in the process of History. This thesis aims to criticize this perspective and to propose an alternative approach based on the contributions of Boaventura de Sousa Santos. Santos critics of modern western thinking indicate the possibility of overcome rational monocultures through a sociology of absences, sociology of emergences and a work of translation. Therefore, I argue that a critical view of the monoculture of linear time in History teaching promotes the emergence of other possible histories. The emphasis on temporal dimension of simultaneity favors contacts and confrontations required for the establishment of intercultural dialogues in school knowledge. Recognized in its epistemological specificity and cultural dimension, the school knowledge is able to be and adequate space for the work of translation. The research focuses two History textbooks collections approved in PNLD 2011 in order to find evidences of tradition and signs of alternative. It also seeks to reveal assimetric modes of production which forge non-existences as well as to symbolically enlarge the possibilities of historical narratives. Content analysis investigates the place of Brazilian History in the general curricular organization of textbooks and conceptions of time that are made explicit and mobilized in the treatment of content. The different curricular organization of each textbook – chronological and thematic organization – establishes different limitations and advantages to build intercultural contact areas. Nevertheless, the analyses underline the potential development of a multiplicity of temporalities through the historical notion of permanence.
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Mannheimer, Hannah. "Discursive discrimination : The prevalence of discursive discrimination in Swedish history textbooks." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-433104.
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Dutridge-Corp, Elizabeth Anne. "Reconciling the Past: H.R. 121 and the Japanese Textbook Controversy." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1250099908.
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Lang, Mary Lee M. "Immigration as treated in early history textbooks 1789-1939 : prelude to multiculturalism /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-172051/.
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Matoti, Sukude Mangwevandile. "An analysis of some school history textbooks with special reference to styles of concept presentation." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001409.
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The aim of this study was to find out whether the school history textbooks used in Transkei Junior and Senior secondary schools were adequate in helping pupils meet the demands of their course. The results of the study would be used as argument for or against the assumption that the type of textbooks used in Transkei schools, through their inadequacy in equipping the pupils with the necessary skills for "doing" history, do contribute to the high failure rate in history, especially that they are in most schools, the only recourse for both the teacher and the pupil. In particular the study intended to see what strategies the history textbooks used to aid concept understanding which is crucial to the understanding of history. Twenty three criteria, fourteen objective and nine subjective were used to assess the books for readability and for strategies which might aid concept understanding. Eight books were assessed: four Std 5 and four Std 8 books. The results showed that only three of the eight books catered for the development of skills of learning history and were suited to the level of the pupiils for whom they were intended . History textbooks therefore need to be improved so as to foster the skills of learning history. Their inadequacy could be a contributory factor to the high rate of failure. In-service and pre-service training in methods of textbook analysis can assist in textbook selection and for changes in methods of teaching to supplement shortcomings in books which are commonly used
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Larsson, Mimmi. "Kan vi inte bara strunta i antiken? : En studie om antikens plats i kursen Historia 1a1 på gymnasiet." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170457.
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The aim for this study was to see the epoch antiquity’s part in the course History 1a1 in the textbooks, the regulatory documents, and the active history teachers in the municipality of Umeå. The method that has been used is hermeneutic method in cooperation with use of history. The study relay on the theory of history culture made by Klas-Göran Karlsson, but also on the theory of history consciousness. The study’s conclusion is that the epoch antiquity should take a small part of the course History 1a1, but that there is space for the teachers who want to give it more time. The books show the same results when some of them have a small part aimed for the antiquity and some of them have a few more pages. The teacher’s opinions show the same pattern when the majority thinks that the course should have a small part of the course, while others think it should have a bigger part. The result of what content the antiquity should have got a similar response in the three parts of the study. Governance and culture are the two themes that is said to be the most important part of the epoch’s content, the teachers agree but also think that historical consciousness is a matter of importance. The historical consciousness is also a big part of the regulatory documents and can be seen in the textbooks as well. The regulatory documents find the knowledge of source criticism and use of history to be of importance, but none of them appears in the textbook’s chapter of antiquity nor in the opinions of the teachers.
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Beck, Albert R. "An examination and analysis of the providentialism found in Christian school history textbooks." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Tordsson, Julius, and Julia Gustafsson. "Krig, mäktiga kungar samt en och annan "påsmetad" notis om kvinnor : En genusstudie av läromedel i historia." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40797.
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This study revolves around calculating the extent of appearance of both anonymously and named men and women as well as determining whether or not Yvonne Hirdman’s gender theory is applicable on two versions of a Swedish educational history textbook called Epos: historia: för gymnasieskolans kurs A (2008) and Epos [historia] 1b (2012), published for two different curriculum. Our qualitative investigation of two parts of the book’s content proves that the two principles of gender system are present in both books, although to a lesser extent in the latter version. Calculating the material, results have shown that anonymous men and women are almost equally presented in Epos 2012, which is not the case in the 2008 version. However, studying the extent of named men and women, we can determine that male characters are overrepresented in both versions, with a total of 80 % of all persons named in the books being of the male gender. To further problematize our material, we discuss how the student’s identity, based on E.H. Erikson’s theory of identity, could be affected by the subject matter content. We believe that it can be malicious to student’s self-image, and that it is the teacher’s responsibility to debate with the students about how the gender system’s two principles are present in our society.
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Hsiung, Hansun. "Republic of Letters, Empire of Textbooks: Globalizing Western Knowledge, 1790-1895." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493605.
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This dissertation seeks to answer two overarching questions: what was “Western knowledge” in the nineteenth century, and how did it become a global knowledge form? I do so by sketching a transnational history of the networks and practices that moved “Western knowledge” into Japan, the first non-Western country to putatively “modernize,” from the period roughly preceding the Napoleonic Wars until the end of the First Sino-Japanese War. Using archival materials from four countries and in seven languages, I contend the following: 1) that “Western knowledge” globalized primarily through the form of cheap educational print, represented by the modern textbook, rather than through major canonical works; 2) that Japan’s access to and understanding of these textbooks was mediated by multiple sites of print production across South, Southeast, and East Asia; 3) that the constant mediation of these textbooks through circulation transformed “Western knowledge” into something utterly different by the time it reached Japan. The dissertation is thus both a rehabilitation of textbooks as dynamic epistemic tools, and a deconstruction of “Western knowledge” as a series of global movements and transformations in print, thereby transcending any easy binary of knowledge “Eastern” and “Western.” In the process, I intervene in ongoing debates in intellectual history, book history, and the history of science, bringing them together in a reevaluation of the history of modernity at large.
Chapter 1 begins by examining the case of a popular Dutch educational periodical as it traveled from the Netherlands, through colonial Java, and into Japan. I highlight the material transformations undergone by books during the course of their circulation, and demonstrate how the integrity of “Western knowledge” was destabilized by the fragility of the physical artifacts that carried it.
Chapters 2 and 3 then examine the role of Chinese port towns in the circulation of textbooks to Japan. In Chapter 2, I trace the movement of a British textbook for deaf students to Hong Kong then into Nagasaki. The function of textbooks may be to teach, but the globalization of textbooks is often, I argue, a story of how disparate audiences give radically different answers to the question of what content, exactly, is actually being taught. At the same time, as I demonstrate in Chapter 3, there are also cases of unexpected convergence between ideologically opposed actors. Textbooks, for instance, functioned as a site of convergence between Christian missionaries in China, and the nominally anti-Christian shogunate in Japan.
Chapter 4 switches narrative strategies to move away from textbooks themselves, and instead focus on the lives of key actors in the textbook economy. Specifically, I recover two forgotten figures of the early Meiji period instrumental to the history of textbook circulation: John Hartley, a British bookseller in Yokohama, and Jakob Kaderli, an itinerant Swiss adventurer and textbook author in Edo-Tokyo. Finally, Chapter 5 turns to mid- and late Meiji in order to examine why textbooks, despite their importance, vanished from the record of Japanese modernity, leading to the rise of a new paradigm of Western knowledge.East Asian Languages and Civilizations
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Karayianni, Eleni. "European history and identity in England's history education : a study of curriculum, policy, textbooks, and teachers' practice." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020675/.
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Situated within the context of current concerns and debates about identity, multiculturalism, globalisation and the European project, this study explored contemporary policy and practice in history teaching. In particular, its main objective was to investigate the place of European history and identity in England's history education and the extent to which certain forms of identity are favoured over others. To achieve a coherent picture on this issue, the study examined curriculum, policy, history textbooks and teachers' practice. All of these elements were necessary not only to reach a sophisticated understanding of how national and European identities are treated in history education, but also to provide at least tentative explanations of the situation. The findings of this study indicate that European history has not managed to become a consideration for policy makers. Its place in curricula and policy documents remains limited and piecemeal. In a similar vein, textbooks seldom mention Europe and rarely treat it as a topic of study. In addition, when European history is discussed, it is usually in the context of rivalry and competition. As far as teachers' practice is concerned, the survey and teachers' interviews that were conducted indicated that national history and national identity are clearly prioritised and emphasised while European history and identity are reduced as irrelevant and marginalised. Generally, the study provides important insights into the current state of history teaching in relation to identity formation and contributes to better understanding the forces that shape contemporary practice
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Långström, Sture. "Författarröst och lärobokstradition : en historiedidaktisk studie." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61516.
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The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken. The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding. Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'. All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".digitalisering@umu
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Skopek, Jeffrey M. "Shaping science with the past : textbooks, history, and the disciplining of genetics." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/242194.
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Science is generally not thought of as being deeply historiographical. Although it is clear that scientists frequently write about history in their work — that, for example, they identify the significance of an advance by situating it historically, or refer to a historic source of authority in order to add legitimacy to a position — it is often supposed that the historical claims of scientists are incidental to the scientific. This thesis contests basic assumptions of this view. In a study of the textbooks of twentieth century Anglo-American genetics — of a place where the canon of a science is consolidated, as the heterogeneous approaches and controversies of its practice are rendered unified for its reproduction — I develop a novel taxonomy of the forms in which history can be written, and of the scientific functions that they can serve. Progressing from an analysis of narrative historical accounts, to latent and embedded formulations of the past, I demonstrate the ways in which geneticists used history-writing in the disciplining of the foundations, future practitioners, conceptual order, and boundaries of their science. After an introductory chapter identifying some of the ways in which the textbooks and historical accounts of a science may be contributory, rather than intellectually external and temporally subsequent, to its formation and development, I advance the central argument of this thesis in four chapters. Each examines a different form of historywriting. In the first, I explore the disciplining of the foundations of genetics, with a study of the explicit, narrative histories of hereditary science that were written in three important first-generation genetics textbooks. Identifying radical differences in their accounts of the same nineteenth-century figures, experiments and theories, I argue that these different ways of consolidating history were connected to fundamentally different ideas of the conceptual foundations of the science, and that they were used to advance divergent visions of the science’s future. I then look at the historical case-based and problem-solving method of teaching that was developed in the 1920s-1940s to convey the science of genetics. I argue that this method created 'virtual historical environments' that allowed students to learn and practice not only the principles that were studied by geneticists and were explicitly taught as rules in the text, but also the tacit skills needed to follow, find, and understand these rules. Here, history was used in the disciplining of the mind of the student. In the third chapter, I look at the 'standard historical approach' to teaching in the 1930s-1950s, exploring the establishment of this approach, the functions and consequences of literary devices on which it relied, and the ways in which the meaning of facts and theories were shaped within it. My central contention is that a notion of history was constitutive of the organizational logic, narrative structure, and inner rationality of textbook genetics, thereby performing a powerful function in the disciplining of the conceptual order of the science. The fourth chapter explores the sense of history embodied in the use of the concept of 'classical genetics' in textbooks of the 1960s-1970s. Tracing the semantic development of 'classical' from its first uses in the 1920s, I argue that this term was a politically powerful concept in the language of geneticists: at first used to define and establish sources of scientific authority, it was subsequently developed in arguments about the philosophical and ideological character of genetics, and eventually served to establish the disciplinary identity and boundaries of the science. By differentiating these various uses of 'classical', I show that the disciplinary power of this term — which is derived from the authority of history — relied on the effacement of its historicity and the situations in which it was created and deployed. With this thesis, I push the boundaries on common conceptions of what is involved in, and what should be counted as, the 'history' and 'writing' of history-writing. Advancing a novel taxonomy of the forms in which the historical can appear, I provide a starting point for further historiographical research on the subtle yet powerful ways in which the historicity of our past can make claims upon us.
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Tang, Shuk-ching, and 鄧淑貞. "A content analysis of the certificate level history textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960455.
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Anttalainen, K. (Kati). "Decolonising the mind?:national identity and historical consciousness in Cameroonian history textbooks." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051458.
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The thesis focuses on history textbooks in the contemporary Anglophone Cameroon and aims at studying what kind of history consciousness and national identity is promoted in the textbooks. History is essential for the forming of national identity. School textbooks reveal officially recognised historical truths in a country, and therefore provide a fruitful source for studies on historical consciousness and national identity. Eurocentrism and western traditions of historiography are essential to take into account in the African context. Also in Cameroon, the schooling was originally established by colonial regimes and aimed at colonizing the mind of the natives. Colonial heritage has shaped the history writing in the African context until the present day and has its effects also on the analysed Cameroonian textbooks.
The production of a nationally distinguished publishing house Anucam Educational Books (ANUCAM) was chosen, because of the vast potential that lays in the national publishing industry in African countries, including in Cameroon. The levels of education covered primary (classes 4–6) and lower secondary education (forms 1–5) where the enrolment rates are higher than in the upper secondary education. The historical consciousness is likely to have a more significant basis in these levels of education.
Both quantitative (space analysis) and qualitative content analysis (imagology) were used in analyzing the textbooks. I first sketched quantitative tables on the geographical division of the textbook contents into world history, regional history (history of Africa and Europe) and the national history (history of Cameroon). The majority of contents discusses national history (32 %) and the history of Africa (32 %). With a share of 15 %, the history of Europe has a significant role in the textbooks. As regards the timely periods, the contemporary history is almost totally absent. For example, the past 30 years of the history of Cameroon, hence the period under the rule of president Paul Biya, is covered with only 5 %.
In the qualitative analysis it will be examined, how the “self” and the “nation” are perceived in the textbooks In examining the image provided of the “self”, the narratives examined are: the origins of Cameroon and the Cameroonians, the “exterior self” and the relation of the “self” with the Western civilisation. The entire formation of Cameroon is seen as a European creation, terminology stemming from the colonial interpretations, is used in descriptions on the Cameroonians and the image of the Western civilisation is loaded with positive connotations of development.
In examining the image of the “nation”, the narratives were linked with the state-produced discourse of “national unity”. The process of becoming independent was examined as well as images of leading historical figures and the presidents of Cameroon. Achieving independence appears as a destined historical thread in the textbooks. Leading historical figures are represented necessary for the national unity, which again is seen central for the prosperity of civilisations. Mostly without any criticism or analytical reflection, the presidents are presented as creators of this national unity in Cameroon.
Taking into account the central role of history in the forming of national identity, it seems surprising that textbook content analyses in the African context are largely absent. When aiming at improving the quality of education, it is not enough to focus on increasing the access to textbooks. As the international discourse on educational development goals Post-2015 is increasingly tuned to learning, more attention should be paid also to the quality of learning materials. Textbook content analysis can support national efforts of improving the quality of learning materials — an objective explicitly expressed also by the government of Cameroon in its educational policy lines.
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Instone, Elizabeth A. "THE VARIANCE AMONGST THE RESULTS OF READABILITY FORMULAS REGARDING U.S. HISTORY TEXTBOOKS." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300739565.
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Gustafsson, Joel. "Laroboken och genus -En undersökning av skolans dominerande läromedel." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75126.
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The purpose of this thesis paper has been to study three textbooks from Historia 1b and their chapters about World War 2. The theory influencing the paper is the gender theory by Yvonne Hirdmann, and the studied books are Alla tiders historia 1b, Historia 1b – Den lilla människan och de stora sammanhangen and Perspektiv på historien 1b. The thesis paper shows that men are presented as the norm in both the history itself, but also in the way the textbooks’ authors are retelling history. For example, one of the books authors is writing about workers and female workers in the same context. Women as a group are given a more descriptive writing than the individual females, while the individual men are more described than the group of men, who are almost exclusively written and described as soldiers. The authors of Alla tiders historia and Perspektiv på historien 1b have done a good job describing how the society changed during the time that has been studied, with women granted the right to vote, and the right to attend high school in Sweden were introduced. Women also got better conditions on the labor market, but this was only when the men were called into the war. Perspektiv på historien 1b is the most equally written textbook, as it does not make own divisions between men and women in text.
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Siler, Carl R. "A content analysis of selected United States history textbooks concerning World War II." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434857.
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The purpose of this study was to apply the research technique, content analysis, to the five most widely used United States high school history textbooks. The textbooks were investigated to obtain an objective, systematic, quantitative, and qualitative description of the textual content concerning the period of World War II.The population studied consisted of the five most widely used high school United States history textbooks. Three categories, people, events, and themes were researched in all five textbooks. Each of 126 specific items were coded from each textbook according to inclusion, frequency, magnitude, and direction. Jury validity was utilized, and three professional historians used as independent coders confirmed instrument reliability.Findings1. Events were included in a greater percentage than people or themes.2. American, British, and German political leaders were included more frequently than Russian, Italian, or Japanese leaders.3. Allied leaders were treated more favorably than the Axis leaders.4. The specific items were superficially treated with the textbook lacking indepth presentation of many specific items.Conclusions1. There exists a commonness and similarity among the most widely used United States history textbooks with a distinct lack of differences in that they generally present a series of chronological events and facts.2. The textbooks less than fully achieve the goals established for history courses by state and national organizations.3. Omissions, biases, inaccuracies, and distortions appear in the most widely used American history textbooks because of the forces of the mass market and apparent inadequate usage of current historiography.
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Defrance, Sophie Anne Marie Camille. "A comparative study of schoolbooks and textbooks for girls in secondary education in England and France, c.1895-1914." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612360.
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Calvert, Hildegund M. "Germany's Nazi past : a critical analysis of the period in West German high school history textbooks." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/517188.
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The question of how to deal with the legacy of the National Socialist dictatorship and how to teach the period in West German schools has been and continues to be a controversial issue in the Federal Republic of Germany. During the 1950s and early 1960s history textbooks were severely criticized for their inadequate coverage of National Socialism, particularly regarding the persecution of the Jews and the Holocaust. Such criticism combined with a number of anti-Semitic incidents in 1959 led authorities to initiate major reforms on how schools should teach the Nazi period and consequently brought about major textbook revisions.The objective of this study was to determine how adequately textbooks used in the 1980s cover this period and whether what they are teaching is accurate and sufficient to deal with the enormity of the events and policies of that time. The study in four chapters analyzes textbooks regarding their coverage of such topics: I, Hitler's early life, his beginnings in politics to his nomination as chancellor; II, the consolidation of power and of social and political control; III, the treatment of the Jews; and IV, National Socialist foreign policy before and during World War II. Each chapter was divided into two parts, with the first part recommending material textbooks should include, and the second part analyzing this coverage based on criteria established in the first part.Findings showed that textbooks satisfactorily covered the majority of the topics examined and found them to be much improved, especially concerning the treatment of the Jews and the Holocaust.Despite marked improvements, areas of concern nevertheless remain, and coverage of some topics needs to be corrected and/or expanded in future textbook editions. Most topics on which coverage was weak or nonexistent concerned issues which are painful and embarrassing for German people to deal with. Among these issues were the German treatment of prisoners of war, German occupation policies in western Europe, forced relocations from areas such as Alsace and Lorraine, Nazi reprisal actions and the killing of hostages, activities of the SS Einsatz units, documentation concerning deportations and ghettos, medical experiments, and the role German industry played in the mass murder of innocent people.One of the more disturbing findings was that no changes had been made between the 1966 and 1978 (1983 printing) editions of one text and between the 1968 and later undated [1983?] editions of another text. It is strongly recommended that those responsible for the publication of German history textbooks take the necessary steps to correct these still existing errors and omissions before a new wave of criticism at home or from abroad forces them once again to do so.
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Holcom, Andrew C. Young Kathleen Z. "Misrepresentations as complicity : the genocide against indigenous Americans in high school history textbooks /." Online version, 2010. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=351&CISOBOX=1&REC=12.
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Schreiber-Holoshitz, Malli. "Whispers of hope : the portrayal conflict in Israeli history textbooks and historical biographies /." Ann Arbor, MI : University Microfilms, 2005. http://proquest.umi.com/dissertations/preview/3186754.
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Kabapinar, Yucel. "A comparison between Turkish and English history textbooks : design, construction and usability issues." Thesis, University of Leeds, 1998. http://etheses.whiterose.ac.uk/11332/.
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This study is about the comparison of Turkish and English history textbooks in terms of the issues of design, construction and usability. In order to address design and construction issues, a number of components of Turkish and English history textbooks were examined and compared. This incorporates the qualitative and quantitative comparisons made on the legibility and page layout, illustrations, readability, content and organisation of text, presentation of value judgements and controversial issues in the Turkish and English history textbooks. In addition, bureaucratic process and approval of a textbook in Turkey and England were also investigated. In order to find out the viewpoints of Turkish and English history teachers on the textbooks that they use, questionnaire and interview techniques were used. As a result, a total of 135 questionnaires and 14 interviews with the Turkish and English history teachers have been used for this research. In addition, two Turkish and two English textbook writers were interviewed to understand the processes and difficulties that they had in writing. Furthermore, in order to understand the importance and role of history textbooks in Turkish and English educational settings, a total of 108 lessons were observed in these countries. The findings of the research reveal that Turkey and England have very different history teaching policies in terms of the way historical knowledge, illustrations, controversial issues and value judgements, content and organisation of the text and page layout of the textbooks are presented. These countries have very different textbook approval systems as well. The findings of the empirical study also indicate the existence of very different viewpoints of Turkish and English history teachers and textbook writers about the quality of the textbooks. The roles that textbooks play in teaching processes in Turkish and English classrooms are considerably different from each other. Thus, this study can be taken as the story of the Turkish and English teaching experiences which appear to contrast with each other.
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Shadowwalker, Depree Marie. "Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228169.
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This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt's ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually display diametrically opposed ideological discursive formations. Textbooks introduce students to authoritative content within the public school environment to impart national historical experiences that will shape their national identity, ideology and culture. Negative or inaccurate instances of the United States relationships with 566 American Indian Nations can affect social and political issues of Indian People today. This work will contribute to the field of American Indian Studies, Curriculum and Instruction, Cultural Studies, Critical Discourse, Critical Pedagogy, Indigenous Theory and Pedagogy, Popular Culture, Social Justice, Language Studies, Identity, Ethics, American Indian and Public Education.
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Mizobe, Atsuko. "Nationalism in school textbooks : a comparative study of Britain and Japan, 1919-1955." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387439.
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Nationalism is now unfashionable among intellectuals, but before the Second World War it was a dominant ideology all over the world and had a great influence, directly and indirectly, on the formation of one's world view. The following study intends to examine how two nationalisms, British and Japanese, interpreted the world in school textbooks. Britain and Japan represent different kinds of nationalism, western and eastern respectively. The world has been described largely from the western point of view since the West has continued to be the centre of historical writing for these five hundred years. Yet, presumably, the rising sun on the eastern horizon should have had a different picture; and to correct this imbalance by adding a synchronistic viewpoint is one of the aims of this study. Before starting the textbook analysis, however, the distinctively different education systems Britain and Japan possess are explained in Chapter 1. This study is divided into three parts, following three aspects of nationalism: national tradition, national mission and national character in that order. There is in fact considerable overlap between them, but the first part concentrates on exploring where the national pride of the two countries originated from and how the idea of honour to one's country was implanted in young minds. In the second the raison d'etre of each nation in the world defined according to their national tradition is discussed. Then the last part compares the two national characters inherited from the past and thought to be necessary to carry out their historical missions. In each chapter, 'continuity' is also an important theme. Did any shift in emphasis or focus take place after the two world wars? Most significantly, Britain has never lost a war since 1776, and therefore it could be argued that she has never been urged to reflect upon her past seriously for she always could justify herself. On the other hand,. Japan accepted unconditional surrender in 1945 and her imperialism was condemned by the whole international community. How did these markedly different experiences affect the world view in textbooks?
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Leahey, Christopher R. "Hegemony and history a critical analysis of how high school history textbooks depict key events of the Vietnam War /." Diss., Online access via UMI:, 2007.
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Sellers, Charlotte P. "An analysis of writing assignments in selected history textbooks for grades seven and eleven." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171929/.
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Huffer, Jeremy L. "What Are Our 17-Year Olds Taught? World History Education in Scholarship, Curriculum and Textbooks, 1890-2002." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1256927283.
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Chatterjee, Rimi B. "A history of the trade to South Asia of Macmillan & Co. and Oxford University Press, 1875-1900." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339797.
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Chiorean, Victor Emanuel. "A History of Roma in the Public Sphere : The social construction of Roma in press and history textbooks after Ceausescu." Thesis, Stockholms universitet, Historiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130820.
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This study addresses the post-revolutionary history of Roma in the Romanian public sphere by examining the social construction of this minority in press and history textbooks. The objective is to illuminate synchronic and diachronic structural patterns in public texts debating Roma in order to offer a deeper understanding of the Romanian xenophobia assuming that the public debate affects the status quo of Roma. Public texts represent fruitful channels of communication through which selective social realities par excellence, stocks of knowledge and typifications are proclaimed by different societal actors. The press possess a critical function whilst history textbooks a manipulative function advocating normative historical realties par excellence. The modi operandi utilized are quantitative, qualitative content- and critical discourse analysis, which are applied in the monitoring of approximately 6000 newspapers, 197 articles (1991-2012) and 6 textbooks (2008-2014). The results indicate that the media history of Roma resembled police investigations rather than conventional journalism. Manifest and latent stereotypifications have synchronically and diachronically formed uncritical and demonizing stocks of knowledge, whose societal truths sustained the othering of Roma in press and were depicted as a force behind the destruction of [“our”] national self-image. History textbooks have offered an inexistent stock of historical knowledge omitting, e.g. the slavery and deportations of Roma but highlighting ethnocentric perspectives, patriotism and other minorities.
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Josefsson, Hobel. "En studie av hur mellankrigstiden presenteras i grundskoleläroböcker i historia." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25378.
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Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period. The reason for this choice is that the topic is required according to the current curriculum Lgr11. The essay will show an investigation about a few selected textbook authors. The main question is if the authors write as the textbook tradition or according to the curriculum. Four different textbooks will be compared in this paper where two of these books have the same publisher, the same author but two different curriculums (Lpo94 and Lgr11). The essay is based on a qualitative research in which a text analysis is done – to analyze if the textbooks follows the required topics of the curriculum or following the textbook tradition. Even an quantitative study has been done as an analysis of textbooks whereas the amount of pages and headlines are in focus. This was made to compare how much the authors have written about the interwar period and if similar headlines was used. A comparison of different curriculums has also been done, between the Lpo94 and Lgr11. This was made to see if there was a change in content or how authors wrote about the same historical event. This may provide an explanation for why the textbook authors have written different in both textbooks written by the same author and printed by the same publisher but in line with two different curricula. Author: Hobel Josefsson. Mentor: Örjan Simonson The spring 2013 Keywors: history, interwar period, textbooks, textbook author, textbook tradition, curricula – syllabus, comparative Nyckelord: historia, mellankrigstiden, läroböcker, läroboksförfattare, lärobokstradition, läroplaner – kursplan, jämförelser
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Yan, Fei. "Re-constructing the nation : struggles in portraying minority ethnic groups in Chinese mainstream history textbooks." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10057040/.
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This thesis examines the changes to the portrayal of minority ethnic groups in Chinese history textbooks since the establishment of the People’s Republic of China in 1949. It finds that ideological shifts in Beijing have led to minority ethnic groups being portrayed in changing and even contradictory ways in school textbooks. In the history textbooks of the 1950s, the Chinese nation was largely defined as a Han nation-state, and other ethnic groups were generally represented as non-Chinese who had historically been ‘threats’ or ‘enemies’ of the Han/Chinese. It was not until the reform era from the late 1970s that a more inclusive and multi-ethnic conception of the Chinese nationhood was adopted, with ‘minority’ ethnic groups incorporated into the Chinese historical narrative and portrayed more positively. However, as the Communist Party took an increasingly nationalist turn from the 1990s, simultaneously downplaying messages of socialist internationalism, Han ethno-centrism became more apparent once again in textbook narratives, with minority ethnic groups correspondingly marginalised. This thesis also finds that, although non-Han groups were portrayed very differently in history textbooks to match shifting political ideologies, what remained unchanged throughout PRC history was the representation of the backwardness of the non-Han in relation to the Han who were always portrayed as advanced. Based on this examination, this thesis argues that while history education has always been used by the Communist Party to inculcate a highly state-centred vision of national identity, underlying conceptions of the Chinese nationhood have been rather fluid, and there has been no consistent progress towards a more inclusive notion of ‘Chineseness’. Instead, different visions have co-existed and competed, reflecting tensions inherent in the project of constructing modern national consciousness: China has struggled (and is still struggling) to stretch the short, tight skin of the nation over the gigantic body of its empire.
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Hsiao, Yi-Mei. "Taiwanese students' ideas about historical accounts, with special reference to their perceptions of history textbooks." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020574/.
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Bobryk, Sylvia Paulina. "The Second World War in Polish history textbooks : narratives and networks from 1989 to 2015." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/the-second-world-war-in-polish-history-textbooks(46ce4bef-ae11-485b-9bed-e47c0c5fe8d4).html.
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1989 was the year when Polish history textbooks were freed from the control of the communist state. It was also the time when Pandora’s Box was opened and diverse but often conflicting memories and narratives were released into the public sphere. They were promoted not only by domestic but also transnational actors and international organisations. So far the relationship between textbook narratives and networks of actors who influenced textbook production in postcommunist Poland has not been studied. Hence, this thesis investigates how textbook narratives evolved between 1989 and 2015 and which institutions and individuals influenced the process of narrative production, and how. While chapter one presents the methodology used, chapter two sketches textbook development in the context of the politics of history, changing procedural arrangements for textbook production and the evolving textbook publishing market. Textbook narrative analysis, presented in chapter three, illuminates how the representation of the Second World War - especially the images of Poles, Germans, Jews and Soviets - transformed. Chapter four analyses the actors that influenced history textbook narratives. It shows how Solidarity members, who had opposed communist narratives of history in the 1980s, took over key positions within state institutions in 1989 and created their own narratives about the war. In the following years, textbook narrative polyphony rather than one united narrative existed, especially in textbooks produced after a 1999 education reform. Yet this narrative polyphony did not last long. When another reform was implemented in 2009, nationalist-conservatives were in conflict with liberal conservatives, aligned with the then governing Civic Platform party. Only narratives of liberal-conservatives found their way into textbooks.
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Luff, Tracy L. "Gender stereotypes in elementary reading textbooks: Dick and Jane revisited." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/43097.
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The objective of this study was to determine whether gender stereotypes are present in elementary reading, textbooks published during the 1980s, and how the extent of stereotyping compares with textbooks published during the last two decades. Both manifest and latent content analyses were performed on a random sample of stories drawn from 4th and 5th grade reading textbooks. Chi-square analyses were performed to determine whether significant changes have occurred with regard to gender stereotypes over the last three decades, controlling for publishing company and sex of author. Five different publishing companies, randomly selected from a list of thirteen publishers approved for use by the Virginia Board of Education in 1988, were represented in the sample. The manifest content, was analyzed by comparing the number of male and female characters, number of female and male main characters, types of occupations held by male and female characters, number of females and males in illustrations, and the race of characters. The latent content was analyzed by comparing the sex of characters most likely to exhibit each of seven different gender,stereotyped traits.. The latent content was further analyzed by looking for gender stereotyped themes and quotes, and non-traditional themes and quotes in stories.
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Möll, Theodor, and Joakim Arnberg. "Beträffande bilder : En kvantitativ studie av bildmaterialet i läroböcker för Historia 1b." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44013.
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With multimodal methods and material gaining traction in classrooms, the need to critically assess these becomes increasingly important, especially in order to verify their efficacy and ability to meet the needs of each individual student, regardless of ability or special requirements. In the case of this study, the focus is on textbooks produced for the course Historia 1b at the upper secondary level of the Swedish education system. By analyzing the readability, layout, and functions of illustrations in three textbooks, as well as the gender representation in the material, the aim of this study is to generate a quantifiable dataset, on which conclusions regarding the efficacy of said illustrations can be made. Additionally, the results of this study are compared to those of previous studies, to ascertain whether there is a quantifiable difference in the use of illustrations in textbooks published for use in different curricula. The results of this study indicate that there is a marginal improvement in the use of illustrations between textbooks produced for the current and the previous curriculum. Additionally, the data suggests that the representation of women in illustrations in textbooks has increased in comparison to previous studies. However, the findings indicate that there is still a need for further improvements regarding the use of illustrations in textbooks, as well as more thorough evaluations of the possibility of diminishing returns in the case of their readability.
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Duby, Rachel Christine. "The Myth of the Lost Cause and Tennessee Textbooks, 1889-2002." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1034.
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The Myth of the Lost Cause is an inaccurate account of the Civil War that remains prominent in American society. The myth alters key aspects of the war such as its cause, participants, and outcome. It is my hypothesis that one reason many Americans misunderstand the war is because they learned inaccurate information as children. Most children first learn of the war in school textbooks. I became curious as to the accuracy of Civil War information. As there is little research on this topic, this paper begins the process of bridging the gap between education curriculum and the Lost Cause.
I examined textbooks used in Tennessee schools between 1889-2002. I discovered that the Lost Cause is most prominent in textbooks used in the late nineteenth and early twentieth century but remains present in modern textbooks. I conclude that material will continue to correct itself as the twenty-first century continues.
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Straub, Christopher Aaron. "CHANGING PORTRAYALS OF CAPTAIN JAMES COOK IN HAWAIIAN EDUCATION." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/213.
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This paper covers the portrayals of Captain James Cook within Hawaiian education. It begins by providing a backdrop to early European portrayals of Captain Cook and then proceeds to investigate how these portrayals changed as they were incorporated into Hawaiian textbooks. The paper then continues to illustrate the changes made in Cook’s portrayal within Hawaiian textbooks and how these changes coincide with the prevailing interests of the eras in which the authors wrote them.
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CUDJOE, KAREN J. "THE PORTRAYAL OF AFRICANS IN TEXTBOOKS: A CONTENT ANALYSIS STUDY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin989851864.
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