The Patchwork of World History in Texas High Schools
Unpacking Eurocentrism, Imperialism, and Nationalism in the Curriculum, 1920-2021
Seiten
2022
Routledge (Verlag)
978-1-032-34064-7 (ISBN)
Routledge (Verlag)
978-1-032-34064-7 (ISBN)
This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years.
Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens.
Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.
Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens.
Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.
Stephen Jackson is Associate Professor of History at the University of Sioux Falls, South Dakota, USA.
1. Introduction: A Course Burdened by the Weight of the World 2. History’s Orphan, 1920s-1970s 3. Standardizing the World, 1980-Present 4. Modernizing Heroes and Traditional Villains: Eurocentrism in Action 5. The Wake-up Call of Empire 6. Modern Problems Conclusion: Whither High School World History in Texas? Appendices
| Erscheinungsdatum | 11.11.2022 |
|---|---|
| Reihe/Serie | Routledge Research in Decolonizing Education |
| Zusatzinfo | 6 Tables, black and white; 3 Line drawings, black and white; 3 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 566 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Philosophie | |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 1-032-34064-9 / 1032340649 |
| ISBN-13 | 978-1-032-34064-7 / 9781032340647 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
Mehr entdecken
aus dem Bereich
aus dem Bereich
Einführung in die Theorie transformatorischer Bildungsprozesse
Buch | Softcover (2023)
Kohlhammer (Verlag)
CHF 47,60
