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Journal articles on the topic 'Textbook controversy'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

VITZ, P. C. "Textbook Controversy." Science 235, no. 4792 (1987): 955a. http://dx.doi.org/10.1126/science.235.4792.955a.

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2

SANDERSON, S. "Textbook Controversy." Science 235, no. 4792 (1987): 955b. http://dx.doi.org/10.1126/science.235.4792.955b.

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3

Bose, Purnima. "Hindutva Abroad:The California Textbook Controversy." Global South 2, no. 1 (2008): 11–34. http://dx.doi.org/10.2979/gso.2008.2.1.11.

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4

Masanori, Nakamura, and Kristine Dennehy. "The history textbook controversy and nationalism." Bulletin of Concerned Asian Scholars 30, no. 2 (1998): 24–29. http://dx.doi.org/10.1080/14672715.1998.10411040.

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5

Oliver, Anita. "Clash of World Views A Textbook Controversy." Journal of Research on Christian Education 6, no. 2 (1997): 183–211. http://dx.doi.org/10.1080/10656219709484850.

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6

Kim, Bok-rae. "Leftization of Education in South Korean Society Centering Around the Authorized Textbooks." European Journal of Education 1, no. 3 (2018): 125. http://dx.doi.org/10.26417/ejed.v1i3.p125-134.

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In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers’ union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional “leftization” of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning “authorized” textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of “state-desig

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7

Hendriwanto. "THE EFL STUDENTS� REACTION IN ENGLISH TEACHING MATERIALS: AN ANALYSIS OF GENDER REPRESENTATION IN ENGLISH TEXTBOOK." Indonesian EFL Journal 4, no. 1 (2018): 83. http://dx.doi.org/10.25134/ieflj.v4i1.887.

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The role of teaching materials plays major contribution to the language development. The published materials bridge the content and the practice in the classroom. From the analysis it was found 25 images which represented the gender role in which man dominated in all chapters. The representative of image in the textbook employed the role of social background of what student perceived in the course book. The students perceived that the three images could represent their want. However, most images did not show students� daily activities. In addition, the findings showed that students� responses

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8

Nair, Deepa. "Contending "Historical" Identities in India." Journal of Educational Media, Memory, and Society 1, no. 1 (2009): 145–64. http://dx.doi.org/10.3167/jemms.2009.010109.

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The controversy over rewriting history textbooks in India in 2000 not only revealed the divergent renditions of collective memory but also evoked decades of contention over self-representation and cultural identity. This article explores these "multiple" renderings of a "singular" past and contends the formation of "historical identities" by arguing that divergent use of reason and interpretation leads to a layered and uid Indian identity leaving it open for contestation. By situating the case of the Mughal ruler Aurangzeb within the milieu from which textbook controversies emanate, the articl

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9

Kalat, James W., and Art Kohn. "How Should Textbooks Summarize the Status of Parapsychology? A Reply to Roig, Icochea, and Cuzzucoli (1991)." Teaching of Psychology 20, no. 3 (1993): 173. http://dx.doi.org/10.1207/s15328023top2003_10.

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In contrast to Roig, lcochea, and Cuzzucoli (1991), we argue that textbook authors should maintain their generally skeptical description of parapsychology. We also argue that textbook authors may mislead readers when they say that future research will resolve the controversy.

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10

Kim, Jeong-In. "Controversy on Historical Textbook and New-Right’s Historical Perspective." Korean History Education Review 133 (March 31, 2015): 257. http://dx.doi.org/10.18622/kher.2015.03.133.257.

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11

Nozaki, Yoshiko. "Japanese politics and the history textbook controversy, 1982–2001." International Journal of Educational Research 37, no. 6-7 (2002): 603–22. http://dx.doi.org/10.1016/s0883-0355(03)00053-3.

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12

Gilbert, Dennis. "Rewriting History: Salinas, Zedillo and the 1992 Textbook Controversy." Mexican Studies/Estudios Mexicanos 13, no. 2 (1997): 271–97. http://dx.doi.org/10.1525/msem.1997.13.2.03a00030.

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13

Gilbert, Dennis. "Rewriting History: Salinas, Zedillo and the 1992 Textbook Controversy." Mexican Studies/Estudios Mexicanos 13, no. 2 (1997): 271–97. http://dx.doi.org/10.2307/1052017.

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El presente trabajo analiza los libros de texto de historia de 1992 y la controversia política que provocaron. Se hacen comparaciones con libros de texto y con controversias anteriores. Los libros, vetados en los niveles más altos de la administración salinista, documentan un cambio ideológico en el gobierno mexicano. La controversia reveló profundas divisiones en el PRI y transformó las relaciones con los tradicionales enemigos de derecha del régimen.

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14

Schneider, Claudia. "The Japanese History Textbook Controversy in East Asian Perspective." ANNALS of the American Academy of Political and Social Science 617, no. 1 (2008): 107–22. http://dx.doi.org/10.1177/0002716208314359.

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15

Dorn, Charles. "“Treason in the textbooks”: reinterpreting the Harold Rugg textbook controversy in the context of wartime schooling." Paedagogica Historica 44, no. 4 (2008): 457–79. http://dx.doi.org/10.1080/00309230802042805.

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16

Qark, T. M. "The University of Wyoming Textbook Investigation: From Controversy to Academic Freedom." OAH Magazine of History 4, no. 4 (1990): 56–60. http://dx.doi.org/10.1093/maghis/4.4.56.

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17

Bender, Thomas. "Can National History Be De-Provincialized?" Journal of Educational Media, Memory, and Society 1, no. 1 (2009): 25–38. http://dx.doi.org/10.3167/jemms.2009.010103.

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This article examines two incidents of textbook controversy in the United States in the course of the last half-century. First, it addresses history's historical relationship to the modern nation-state and nationalism. How does that relationship, and the particular way it is understood, limit the boundaries of history, particularly the contest over whether American history ought to be taught as selfcontained and exceptionalist or taught within a larger global context? Second, it addresses the presence of what could be called a historical essentialism or even historical fundamentalism in textbo

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18

Khor, Neil, and Mohd Khaldun Malek. "Literary Freedom and the Need to Inter-logue." Malay Literature 24, no. 2 (2011): 189–97. http://dx.doi.org/10.37052/ml.24(2)no2.

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This commentary piece is based upon an article published in Malaysiakini 1 and the reactions that resulted from it. The article is not a literary appraisal of the novel. It is an attempt to understand the ensuing controversy and plead for literary freedom. It is not the writer’s place to decide whether the novel is suitable as classroom material but this piece explains the special qualities of literary work and the ethnic politics in Malaysia that is the real casus belli for the controversy. Keywords : Interlok , ethnic politics, controversial literary work, school textbook

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19

Fujiwara, Satoko. "Problems of teaching about religion in Japan: another textbook controversy against peace?" British Journal of Religious Education 29, no. 1 (2007): 45–61. http://dx.doi.org/10.1080/01416200601037494.

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20

WRAY, H. "Politics, Memory and Public Opinion: The History Textbook Controversy and Japanese Society." Social Science Japan Journal 10, no. 1 (2007): 117–19. http://dx.doi.org/10.1093/ssjj/jym012.

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21

Whitehall, Deborah. "Three Wartime Textbooks of International Law." Journal of the History of International Law / Revue d’histoire du droit international 22, no. 2-3 (2020): 385–420. http://dx.doi.org/10.1163/15718050-12340156.

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Abstract Three wartime textbooks of international law published and then reissued by Hersch Lauterpacht, James Brierly and Georges Scelle between 1940 and 1945 present a collective argument against the politics of war by analysing the design flaws of interwar international law. Though the criticism was not new, its repetition in textbooks during war highlights the strategic significance of using basic principles to defend the pacifistic function of international law when lawlessness reigned the global imaginary. The textbook genre became an unexpected, critical field which enlivened when its f

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22

Fukuoka, Kazuya. "Japanese history textbook controversy at a crossroads?: joint history research, politicization of textbook adoption process, and apology fatigue in Japan." Global Change, Peace & Security 30, no. 3 (2018): 313–34. http://dx.doi.org/10.1080/14781158.2018.1501012.

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23

Boesenberg, Ellen, and Karen Susi Poland. "Struggle at the Frontier of Curriculum: The Rugg Textbook Controversy in Binghamton, NY." Theory & Research in Social Education 29, no. 4 (2001): 640–71. http://dx.doi.org/10.1080/00933104.2001.10505960.

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24

Yoshida, Takashi. "Politics, Memory and Public Opinion: The History Textbook Controversy and Japanese Society (review)." Journal of Japanese Studies 33, no. 1 (2007): 220–24. http://dx.doi.org/10.1353/jjs.2007.0042.

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25

Wakabayashi, Bob Tadashi. "Politics, Memory and Public Opinion: The History Textbook Controversy and Japanese Society (review)." Monumenta Nipponica 60, no. 3 (2005): 420–22. http://dx.doi.org/10.1353/mni.2005.0041.

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26

DeDominicis, Benedict Edward. "Responding to Globalization: Nationalism and Public Education in the South Korean History Textbook Controversy." International Journal of Pedagogy and Curriculum 24, no. 3 (2017): 1–19. http://dx.doi.org/10.18848/2327-7963/cgp/v24i03/1-19.

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27

Sjöberg, Erik. "The Past in Peril&mbash;Greek History Textbook Controversy and the Macedonian Crisis." Education Inquiry 2, no. 1 (2011): 93–107. http://dx.doi.org/10.3402/edui.v2i1.21965.

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28

Helyar, Frances. "Political partisanship, bureaucratic pragmatism and Acadian nationalism: New Brunswick, Canada’s 1920 history textbook controversy." History of Education 43, no. 1 (2014): 72–86. http://dx.doi.org/10.1080/0046760x.2013.844279.

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29

Ebenhöh, Oliver, and Stephanie Spelberg. "The importance of the photosynthetic Gibbs effect in the elucidation of the Calvin–Benson–Bassham cycle." Biochemical Society Transactions 46, no. 1 (2018): 131–40. http://dx.doi.org/10.1042/bst20170245.

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The photosynthetic carbon reduction cycle, or Calvin–Benson–Bassham (CBB) cycle, is now contained in every standard biochemistry textbook. Although the cycle was already proposed in 1954, it is still the subject of intense research, and even the structure of the cycle, i.e. the exact series of reactions, is still under debate. The controversy about the cycle's structure was fuelled by the findings of Gibbs and Kandler in 1956 and 1957, when they observed that radioactive 14CO2 was dynamically incorporated in hexoses in a very atypical and asymmetrical way, a phenomenon later termed the ‘photos

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30

Goncharko, Oksana Yu, and Dmitry N. Goncharko. "A Byzantine Logician’s “Image” within the Second Iconoclastic Controversy. Nikephoros of Constantinople." Scrinium 13, no. 1 (2017): 291–308. http://dx.doi.org/10.1163/18177565-00131p20.

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The article is devoted to the study of the single example of logical education in Byzantium – the famous two pages from the hagiography of Patriarch Nikephoros (†829) containing the list of chapter headings copied by Ignatios the Diacon from an elementary textbook of logic. It is argued that, during the disputes of the second iconoclastic controversy, Patriarch Nikephoros implemented almost all the elements of logical knowledge listed by Ignatios. The article represents a short overview connecting the standard logical topics from the 8th- and 9th-century education program with the variety of a

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31

Kim, Hyungryeol, and Stephanie K. Kim. "Global convergence or national identity making?: The history textbook controversy in South Korea, 2004-2018." Asia Pacific Journal of Education 39, no. 2 (2019): 252–63. http://dx.doi.org/10.1080/02188791.2019.1621801.

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32

HELGREN, JENNIFER. "Carol Mason.Reading Appalachia from Left to Right: Conservatives and the 1974 Kanawha County Textbook Controversy." Women's Studies 40, no. 5 (2011): 709–12. http://dx.doi.org/10.1080/00497878.2011.581555.

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33

Takayama, Keita. "Globalizing critical studies of ‘official’ knowledge: lessons from the Japanese history textbook controversy over ‘comfort women’." British Journal of Sociology of Education 30, no. 5 (2009): 577–89. http://dx.doi.org/10.1080/01425690903101064.

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34

Hu, Fanghui. "Visualization Analysis of Research of English for Specific Purposes in China Based on CiteSpace (2000-2017)." Theory and Practice in Language Studies 9, no. 9 (2019): 1183. http://dx.doi.org/10.17507/tpls.0909.15.

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Based on the data from CNKI database, this study used CiteSpace to analyze the research hotspots and development trends of studies on English for Specific Purposes in China from 2000 to 2017. The results show that research hotspots mainly include college English ESP teaching reform, ESP teaching methods and models, needs analysis and ESP, ESP curriculum provision and curriculum design. The domestic studies on ESP experienced slow development in controversy, rapid development in practice and deep development with modern educational technology. Domestic ESP research has yielded fruitful results,

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35

Jerry Bruce Thomas. "Reading Appalachia from Left to Right: Conservatives and the 1974 Kanawha County Textbook Controversy (review)." West Virginia History: A Journal of Regional Studies 4, no. 2 (2010): 118–19. http://dx.doi.org/10.1353/wvh.2010.0012.

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36

Walters, Philip. "Turning Outwards or Turning Inwards? The Russian Orthodox Church Challenged by Fundamentalism." Nationalities Papers 35, no. 5 (2007): 853–79. http://dx.doi.org/10.1080/00905990701651836.

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The 1997 Russian law on religion recognizes Orthodoxy, Islam, Judaism, and Buddhism as the “traditional religions” of Russia. These religions see themselves as having an important role to play in achieving social stability, and particularly in overcoming religious “extremism” and the perceived threat it poses to society. “Traditional'” religions stand shoulder to shoulder, explaining that the values they champion tend towards the creation and preservation of peace and reconciliation in society, and that, moreover, these are shared values, common to all “traditional'‘ religions. Indeed, the pri

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37

조한경 and 최승원. "History Teachers' Perceptions and Opinions on the Dispute Controversy about National textbook policy and the improvement of History Education." Studies on History Education ll, no. 28 (2017): 149–80. http://dx.doi.org/10.16976/kahe.2017..28.149.

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38

Yochelson, Ellis L. "Definition of Mollusca II." Notes for a Short Course: Studies in Geology 13 (1985): 9–12. http://dx.doi.org/10.1017/s0271164800001056.

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Definition and classification probably rank second only to marriage as a source of controversy, but it is not in that spirit in which I want to write; I only want to show that there may be more than one viewpoint about Mollusca. Problems of definition and classification are different. Workers may agree on the defintions of phyla and classes, yet disagree on their arrangement. Definition and classification each have two separate and distinct phases: the work itself on developing a concept; and the general acceptance of this concept. New ideas by their very nature go against prevailing opinion;

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39

Kristine Dennehy. "War Memory, Nationalism and Education in Postwar Japan: The Japanese History Textbook Controversy and Ienaga Saburo's Court Challenges (review)." Monumenta Nipponica 64, no. 2 (2009): 442–44. http://dx.doi.org/10.1353/mni.0.0082.

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40

Shibata, Masako. "War memory, nationalism and education in post-war Japan, 1945–2007: the Japanese history textbook controversy and Ienaga Saburo's court challenges." Asia Pacific Journal of Education 32, no. 1 (2012): 126–29. http://dx.doi.org/10.1080/02188791.2012.657869.

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41

Mason, Carol. "Reproducing the Souls of White Folk." Hypatia 22, no. 2 (2007): 98–121. http://dx.doi.org/10.1111/j.1527-2001.2007.tb00984.x.

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Focusing on a textbook controversy that emerged in Kanawha County, West Virginia, in 1974, Mason explores the discursive production of white ethnicity in the rhetorical, visual, and political strategies used during an organized protest against the new multicultural curriculum adopted by the local school board. What the author finds puzzling is the ways in which these productions of “soul” and “nation” enabled unlikely political alliances between national conservative elites and the local, historically left-leaning working class protesters. The author argues that “soul” is reproduced through ra

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42

Naimushin, Boris. "Hiroshima, Mokusatsu and Alleged Mistranslations." English Studies at NBU 7, no. 1 (2021): 87–96. http://dx.doi.org/10.33919/esnbu.21.1.6.

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This paper revisits the issue of the importance of context and critical thinking in translation and translation training by examining the linguistic controversy over the translation of the word mokusatsu in the statement of Japan’s Prime Minister Suzuki in response to the Potsdam Declaration. There is a widespread belief that the bombing of Hiroshima in August of 1945 was caused by a translation mistake. The author sides with the opposing view, i.e. that such an approach takes one word of the statement out of context in order to shift the focus of the problem from politics to linguistics. The

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43

Turner, Leigh. "Bioethics, Public Health, and Firearm-Related Violence: Missing Links Between Bioethics and Public Health." Journal of Law, Medicine & Ethics 25, no. 1 (1997): 42–48. http://dx.doi.org/10.1111/j.1748-720x.1997.tb01395.x.

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Open any standard bioethics textbook, and therein can be found a host of subjects ranging from the abortion rights controversy to the morality of xenographic tissue transplantation. Just as there is a wide scope to the subject matter of bioethics, its practitioners come from a multitude of disciplines, including law, medicine, nursing, theology, philosophy, sociology, and anthropology. And yet, despite a rich variety of investigators and methods, bioethicists overlook numerous subjects that deserve to be addressed. In particular, they neglect issues of public health, preventive medicine, and s

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44

Bob Tadashi Wakabayashi. "War Memory, Nationalism and Education in Postwar Japan, 1945–2007: The Japanese History Textbook Controversy and Ienaga Saburō's Court Challenges (review)." Journal of Japanese Studies 36, no. 1 (2009): 139–44. http://dx.doi.org/10.1353/jjs.0.0133.

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45

GEORGE, Timothy S. "NOZAKI, Yoshiko, War Memory, Nationalism and Education in Postwar Japan, 1945-2007: The Japanese History Textbook Controversy and Ienaga Saburo's Court Challenges." Educational Studies in Japan 5 (2010): 99–101. http://dx.doi.org/10.7571/esjkyoiku.5.99.

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46

HOLDEN, C. "Textbook Controversy Intensifies Nationwide: Court cases and censorship attempts reflect broader conflict over values, as well as problems with the quality of teaching materials." Science 235, no. 4784 (1987): 19–21. http://dx.doi.org/10.1126/science.235.4784.19.

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47

Balakrishnan, Vinod, Vishaka Venkat, and Muthukumar Manickam. "Virality in the environment of political cartoons: when history intersects representation." European Journal of Humour Research 7, no. 2 (2019): 137. http://dx.doi.org/10.7592/ejhr2019.7.2.balakrishnan.

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The context for the paper is the inclusion of a 64-year old cartoon in the Political Science textbook that caused an uproar in the Indian parliament in 2012. The controversy draws attention to the two-facedness of any political cartoon which is an artistic representation of a historical event. It is, hence, ambivalent by being an expression of artistic freedom as well as a humorous comment on history where the axis of representation intersects the axis of history. The representation of the Dalit icon, Ambedkar, was objectionable to the political party espousing the Dalit cause which, through i

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48

Hillman, John. "Mahmood Ali Ayub and Hideo Hashimoto. The Economics of Tin Mining in Bolivia. Washington, D.C.: World Bank 1985." Pakistan Development Review 25, no. 2 (1986): 197–99. http://dx.doi.org/10.30541/v25i2pp.197-199.

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The Bolivian economy is a textbook case of the distortions produced by an enclave of mineral production, mainly tin, and its political life has largely focused on the problem of ensuring that the mining industry plays a constructive role in national economic development. Bolivia was not able to force the private owners of the major mines to make such a contribution and as a result their properties were nationalized in the Revolution of 1952, and have since been operated by a State owned corporation, COMIBOL. Although the mines had long been starved of fresh investment, the political economy of

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49

Goldberg, Tsafrir, and David Gerwin. "Israeli history curriculum and the conservative - liberal pendulum." History Education Research Journal 11, no. 2 (2013): 111–24. http://dx.doi.org/10.18546/herj.11.2.09.

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At sixty-four Israel is still a comparatively young nation state, just passing from the 'developing' to the 'developed' phase. It has had five different history curricula for the Jewish 'Mamlakhti' (public non-religious) and the Arab sectors, which account for the majority of the students. For the first five decades the history curriculum did not ignite much controversy. The first curriculum was a rallying curriculum centered on the Jewish national movement and the establishment of Israel. In 1975 an 'academized' curriculum incorporated historical thinking goals – a move away from just an iden

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50

Fletcher, Charles. "God’s Rule." American Journal of Islam and Society 23, no. 1 (2006): 107–10. http://dx.doi.org/10.35632/ajis.v23i1.1648.

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Originally intended as a short textbook codifying the existing knowledge ofIslamic political thought, Patricia Crone’s God’s Rule developed into a fullerand more comprehensive examination of the first six centuries of governmentand Islam. Crone, perhaps better known for her more controversialworks, such as Hagarism (Cambridge: 1977), God’s Caliph (Cambridge:1986), and Meccan Trade and the Rise of Islam (Oxford: 1987), is nostranger to Islamic political theory, having written Slaves on Horses: The Evolution of the Islamic Polity (Cambridge: 1980). In her present book, thereader will find an acc

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