CONTRIBUTORS

Basabi Khan Banerjee, professionally trained as an anthropogeographer, taught at the University of Calcutta before joining the National Council of Educational Research & Training as associate professor. She has been involved in national curriculum design for social sciences, textbook analysis, and authoring of model textbooks. She is an associate faculty member at the Georg Eckert Institute, a visiting professor at Freie Universitaet Berlin, and on the faculty of the University of Hannover.

Teresa Barnes, associate professor of history and gender/women’s studies at the University of Illinois Urbana-Champaign, lived in Zimbabwe and South Africa for 25 years and holds master’s and doctoral degrees in African economic history from the University of Zimbabwe. Her current research focuses on educational histories in southern Africa.

Sarah Corona Berkin has a Ph.D. in social communication and is professor and director of the Ph.D. program in education at the University of Guadalajara, Mexico. Her published work has concentrated on the relationship between the media, citizenship, and public education. She has also published books and articles on horizontal methodologies for social sciences and cultural studies.

Wendy D. Bokhorst-Heng is an associate professor of education at Crandall University, Canada. Her research concerns language policy/ideology and national identity within the broader paradigm of comparative education, in Singapore and, more recently, New Brunswick, Canada. She has held academic positions in China (British Council), Singapore (Centre for Research in Pedagogy and Practice, National Institute of Education), and the USA (director of the International Training and Education Program, American University).

Carolyn A. Brown (deceased) was an associate professor of educational leadership in the Graduate School of Education at Fordham University. Dr. Brown also was an assistant professor of educational leadership and policy at George Washington University and lecturer in teacher education at California State University, Dominguez Hills. Dr. Brown earned her Ph.D. in education from the University of California, Los Angeles in 2004.

Ronald E. Butchart, distinguished research professor emeritus at the University of Georgia, specializes in U.S. social history, particularly the history of African American education and the history of teachers and teaching. His most recent

367 Contributors publication is Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861–1876.

Ian Davies is deputy head of the Department of Education, director of the Graduate School of Education, and director of the Centre for Research on Education and Social Justice at the University of York, UK. He is a visiting professor at the Hong Kong Institute of Education.

Marged H. Dudek, M.Ed., teaches high school in central Texas and conducts educational research and evaluation with Oz Educational Consulting. Her scholarship and practice focus on differentiated instruction in rural settings.

Laura C. Engel is an assistant professor of international education and international affairs at George Washington University in Washington, DC. Her research in international and comparative education focuses on two areas: (1) global education policy trends affecting education policy in subnational and national spaces; and (2) education, migration, and citizenship.

Karen Eppley is an associate professor of education at Penn State University. Her research interest is at the intersection of literacy education and rural education. Her work explores ideas around contextually relevant teacher preparation, federal educational policy, textual representations of rurality, and rural education as a matter of social justice.

Aimee Howley, recently retired from Ohio University’s Patton College of Education, now works as an educational consultant for WordFarmers Associates. She also serves as interim chair of the Ohio Deans Compact on Exceptional Children. She continues to investigate rural schools and communities, school reform, and inclusive educational practice.

Adeline Koh is associate professor of postcolonial literature at Stockton University. She works on the intersections of race, postcolonial studies, digital humanities, and literature. Her monograph Critical Histories of the Digital Humanities: Media, Science, Pedagogy is currently under contract with Northwestern University Press.

Joe Tin-Yau Lo is the acting director of the General Education Office and adjunct associate professor of the Department of Social Sciences at the Hong Kong Institute of Education. His research foci include citizenship education, comparative education, Hong Kong studies, and China studies.

Kevin R. McClure is an assistant professor of higher education in the Watson College of Education at the University of North Carolina Wilmington. He researches

368 Contributors and teaches education finance, policy, and governance in the United States and other national and supranational contexts.

Claudia Messina is lecturer in the department of Developmental and Educational Psychology of the Faculty of Teacher Training and Education at the Universidad Autónoma de Madrid, Spain. She teaches and coordinates the general subject Learning and Personality Development of the curriculum for Preschool and Primary School Studies.

Christine Monaghan is a postdoctoral scholar of international education in the Department of the Humanities and Social Sciences at New York University’s Steinhardt School of Education. Her research focuses on education in emergencies, with a specific focus on refugee education, as well as human rights education.

Travis Nesbitt spent 6 years studying and working in France, earning a master’s degree from Sciences Po Paris. He completed his Ph.D. in international and comparative education at the University of California, Los Angeles and currently serves as the dean of students and director of education abroad at the Archer School for Girls in Los Angeles.

Munyaradzi Nyakudya is a lecturer in, and has served as head of, the history department at the University of Zimbabwe. He has wide experience in teaching and examining history in the school system and tertiary institutions in Zimbabwe. He has published in the fields of education, governance, and regional peace and security studies.

Government Christopher Phiri (deceased) was a lecturer in the economic history department at the University of Zimbabwe, with vast experience in high school teaching. At the time of his untimely death in 2013, he was assisting with the establishment of an economic history department at the University of Malawi.

Val Rust is professor emeritus in the Division of Social Sciences and Comparative Education at the University of California, Los Angeles. He is a past president of the Comparative and International Education Society and served as director of both UCLA’s Education Abroad Program and Center for International and Development Education. He earned his Ph.D. from the University of Michigan.

Sandra J. Schmidt is an assistant professor in the Program in Social Studies at Teachers College, Columbia University. Her research brings spatial thinking into social studies education. She explores how young people navigate and make meaning of everyday spaces. She focuses on the gendered and sexualized symbols in space.

369 Contributors

Ali Fuad Selvi is an assistant professor in the Teaching English as a Foreign Language Program at Middle East Technical University, Northern Cyprus Campus. His research focuses on English as an international language and its implications for teaching and learning, teacher education, and policy/planning, as well as equity and professionalism in English language teaching.

Carol Anne Spreen is an associate professor of international education in the Department of Humanities and Social Sciences at New York University’s Steinhardt School of Education and a visiting professor at the University of Johannesburg. Her research focuses on political and sociocultural studies of educational change, particularly the influences of globalization and corporate privatization on teaching and learning.

Georg Stöber has a doctorate in geography and extensive research experience in various social-geographical topics in Iran, Morocco, Pakistan, and other countries. He recently retired as head of the Textbook and Society Department of the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. His research focuses on textbooks and conflicts in regions including South Asia.

Vanita Sundaram is senior lecturer in education at the University of York. Her research broadly covers gender and education, focusing more specifically on violence prevention work in schools; addressing issues of gender, sexuality, and plurality in sex and relationship education; tackling everyday sexism through education across the lifecourse; and ‘lad cultures’ in higher education.

James H. Williams holds the UNESCO Chair in International Education for Development at The George Washington University. He is editor of this series and author of numerous books and articles on educational development. He has worked in 29 countries in Asia and Africa and is interested in the ways education relates to larger social issues of health, economic growth, social cohesion, and conflict.

Bedrettin Yazan is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama, Tuscaloosa. His research interests include second-language teacher learning and identity, teaching English as an international language, language policy and planning, and collaboration between mainstream and ESL teachers.

370 INDEX

A Americanization, 231 Abolition (also abolitionism, abolition American Textbook Council (ATC), of slavery, abolitionist), 75, 87, 53, 54 228 American Tract Society, 75–78, 82, 85, Aboriginal, 129 88n4 Academic historiography, 328, 329. Analysis, vii, viii, 9, 13, 15, 17–21, 30, See also Patriotic history 50, 52, 55, 56, 58, 61, 64, 68, Acoustic contamination, 254 76–78, 93, 95–101, 103, 106, 112, Active citizenship, 211, 215, 272, 286 113, 126–130, 132, 135, 136, 145, Activism, 49, 61, 125, 128 184–193, 195, 203, 206, 207, Adoption, 18, 50, 53, 127, 135, 202, 213, 214, 223–226, 231, 233, 204, 327 239, 240, 244, 248, 249, 251, Advice to Freedmen, 75, 78, 83 257, 265–268, 273, 280, 286, Afghanistan, 149 287, 296, 297, 302, 306–316, African American, 62, 73–76, 78, 328, 331, 338n17, 346–349, 351, 82–84, 86–88, 129, 357 357, 363 African Civilization Society, 75, 76, 80 comparative, 21, 206, 239, 240 African Renaissance, 200 content, 18, 19, 52, 55, 61, 95, 123, African Union-Patriotic Front, 21, 323 128–130, 132, 226 Agrarian, 34, 99, 102, 103, 113, 114 critical discourse, 96, 99, 100, 296, Algeria, 220, 229, 230, 233 304–305 Algerian war, 229 discourse, 21, 318 Alien, 163, 169n17, 182, 183, 185, 192, historical, 31, 76, 206, 226 193, 195, 196n1 narrative, 17, 113 Alsatians, 232 sociolinguistic, 304 America, 1, 13, 54, 63, 69, 93, 95, 101, textual, 224, 266, 267 106, 108, 109, 215, 350 Anglo-Dutch treaties, 192 American Freedmen’s Union Anglophone, 177–196 Commission, 87 Anti-immigrant, 202, 219, 345, American history textbooks, 49, 348 96, 226. See also U.S. history Apartheid, 11, 20, 199, 201–206, textbooks 209–215 American Indian, 9, 19, 49–70, 98, 357 Appalachia (also Appalachian American Indian Movement (AIM), Mountains, Appalachian farmer, 60, 61, 68 Appalachians), 60, 94, 98, 99, culture, 50, 63, 68, 69 108 heroes, 49, 67, 68 Armenian catholicos, 315 protest, 60 Armenians, 296, 308, 309, 312–316

371 INDEX

Asia, 7, 177–196, 202, 208, 215, 220, India, 143, 153, 154, 178, 195 229–231, 243, 272, 283, 311, 350 Malaya, Malayan, 10, 11, 19, 20, Asia-Pacific region, 264 177–196, 357, 358 South, 146, 148, 150, 153–156, 158, Protectorate, 193 168n15, 243 Brotherhood, 15, 20, 147, 219–234, Southeast, 11, 177, 270, 271, 281 357, 364, 365 Assessment, 10, 158, 204, 206, 307, Brunei, 177, 182 363 Bulgarian exarch, 315 Assimilation (also assimilationist), 4, 8, Bullying, 135, 255, 360 10–13, 18, 32, 35, 59, 135, 219, Bureau of Indian Affairs, 59 220, 222, 223, 230, 272, 355, 360 Burma, 149, 177 Association for Citizenship Teaching, 247 C Asylum, ix, 5, 202 Cabinet Mission of 1946, 162 Australia, 12, 121, 221 Campesino, 9, 33, 34, 42, 45 Authoritarian state, 245, 324, 338n8 Canada, 12, 16, 19, 121–123, 125–130, Azad Kashmir, 147 132–136, 358, 359 Canadian Charter of Rights and B Freedoms, 122, 126, 130, 131 Balkans, 7, 297, 309 Civil Marriage Act, 128, 130, 131 Bangladesh, 143, 147–149, 153, 168n11 Criminal Law of 1969, 130 Bantu, 204 Elliott Trudeau, 131 Basques, 232, 244 Human Rights Act, 130 Battle of Wounded Knee, 66 Notwithstanding clause, 130 Batu pele, 204 Caribbean, 75, 178, 196 Bharat, 19, 20, 121, 143–153, 166, 355 Catholic Church, 244, 246 Bhutan, 149 Catholics in Annam, 230 Bilingual education, 35, 264, 273, 275 Chandra, 150, 160, 161, 169n28 Black, 11, 44, 73–88, 123, 134, 168n6, Cheyenne village, 65 203, 204, 207, 213, 307, 324, China (also Chinese, Chineseness), 4, 328, 358 13, 149, 182, 183, 187–190, 193, Black economic empowerment, 324 195, 196n1, 263, 264, 268, 270, Botswana, 202 272, 278–281, 283, 287, 289n1, Bretons, 232 358, 359 Britain, 84, 181, 196n2, 242, 243, 297, Christian fundamentalism, 108 345 Church, 85, 110, 180, 181, 230, 243, British, 10, 56, 59, 64–67, 106, 128, 244, 246 155, 156, 158–160, 162, 166, Citizenship, ix, 3, 4, 6, 10, 11, 13, 14, 170n34, n36, n38, 229, 242, 244, 16, 17, 20, 21, 54, 58, 78, 112, 264, 268, 289n1 114, 124, 125, 128, 129, 132–136, Britishness, 255 164, 199–215, 219, 221, 226, culture, 186, 188, 242 239–258, 265–269, 272, 273,

372 INDEX

283, 284, 286–288, 296, 301, Coup D’état, 298, 300, 301 302, 306, 318, 338n8, 346, 347, Criminalization, 135 349–351, 358 Criollos, 28 civic, 135 Critical-linguistic union, 304 cosmopolitan, 11 Critical pluralism, 14, 16 cultural, 124, 125, 135 Critical race theory, 69, 223 global, 14, 114, 284, 302, 350–351 Critical theory, 51, 223, 304 Citizenship Advisory Group, 245, 246 Citizenship Foundation, 247 D Civic education, 20, 199–215, 225, 246, Dawes Act, 58–60 257, 269, 281, 357, 358 Decentralization, 221, 244, 264 Civil War, 58, 74, 76, 334, 358 Decentralized adoption, 50 United States, American Civil War, Decolonization, 3–5, 20, 220, 228–230 73, 359 Delhi, 148 Coding schemes, 129, 265 Democracy, ix, 54, 78, 106, 113–115, Collectivism, 231 116n12, 134, 153, 169n30, n31, Colonial rule, 143, 177, 184, 323, 324 170n40, 199–201, 203, 204, 207, Colonists (also colonization), 7, 20, 209–212, 214, 215, 239, 248, 58, 103, 106, 109, 182, 195, 196, 252, 253, 255, 273, 288, 325, 208, 220, 224, 228–230, 331, 332 329, 338n6 Coloreds, 200 Democratization, 302, 328, 331 Communautarisme (placing of group Demographic shifts, 93, 220 affiliations above national Denationalization, 6 affiliations), 234, 365 Deterritorialization, 6 Communitarian (also Devolution, 7, 240, 244 communitarianism), 122, 125, Differentialist, 8, 11, 12, 355 126, 245, 273 Disability (also people with Comparative analysis, vii, 1, 21, 239 disabilities), 205, 254 (also comparative investigation). Domesticity, ideology of, 80 See also Analysis Dual Mandate, 177 Comparative education, 240, 263, 265 Durkheim, 180 Compulsory education, 51, 59, 248, Dutch, 11, 192, 193 249, 273, 275 Comte, 180 E Congo, 202, 208 East Asia, 271 Conservative evangelicals, 87 Economic development, 28, 36, 150, Constructivism (also constructivist 232, 264, 302 approaches), 303, 317 Economic Structural Adjustment Contenidos transversales, 245 Programme, 325, 332, 334. See Corruption, 93, 113, 207, 327, 338n6 also International Monetary Fund Cosmopolitanism, 8, 14, 15, 18, 234, Egalitarian (also egalitarianism), 102, 350, 351, 355, 363 105, 106 Council of Europe, 247, 249, 350 Enculturation, 51

373 INDEX

England (also English), 13, 20, 39, 41, French Métropole (France plus 93, 177–196, 204, 220, 226, 228, Corsica), 220, 228 239–258, 264, 304, 312, 314, Frenchness, 15, 219, 230, 234, 357, 365 325, 345, 357, 358 French Revolution, 226–228 Enlightenment thinkers, 228 Frontiersmen, 95, 99, 105 Entente Powers, 297 Epistemology, 184, 220, 225, 362 G Ethiopia, 202 Gauls, 220 Ethnic, 1–6, 8–13, 29, 36, 40, 41, 44, Gay ban, 135 45, 50, 69, 73, 150, 179, 182, Gender equity, 303, 335, 336 183, 189, 200, 201, 203, 204, Genocide, 182, 315, 316 213, 214, 219–221, 223, 225, German (also Germans, Germany), 4, 226, 232, 233, 240, 241, 243, 10, 220, 224, 239, 297, 349 254, 255, 264, 268, 272, 278, Ghana, 178 279, 281, 283, 307, 312–314, Ghettoization of banlieues, 228 317, 324, 356, 363 Gilgit Agency, 152, 153 Ethnic nationalism, 5 Globalization, 1–8, 17, 19, 40, 113, 114, Ethnocentrism, 200 116n12, 178, 179, 220, 224, 263, Ethnocide, 8, 9, 12, 18, 19, 21n1, 355 267, 268, 272, 295, 296, 305, European consciousness, 318 306, 346–349, 356, 357 European integration, 224 Government of National Unity, 327 Europeanization, 345 Greece (also Greeks), 226, 296–298, European Union, 5, 20, 21, 221, 240, 309, 310, 312–316, 345, 346 252, 295, 298, 302, 327, 345, 349 Evolution, 20, 108, 220, 224, 233, 252, H 364 Haiti, 78, 79 Hate crimes, 126 F Hegemony, 17, 35, 36, 46, 86, 93, 96, First Chimurenga, 331, 332 296, 305, 316–318, 336 First Indians, 50 Heritage, 2, 27, 28, 44, 100, 144, 153, Fracture sociale (social inequalities), 169n17, 207, 228, 270, 279 228 Heroes, 13, 19, 35, 46n6, 49, 67, 68, France, 10, 19, 20, 121, 219–234, 297, 148, 155, 168n9, n14 345, 358, 364 Hillbillies, 94 Franchise, 78 Hindi, 148, 155 Franco, 245 Hindu, 143, 148, 149, 151, 154–167, Francophone, 129 168n6, n14, n15, 169n17, 170n34, Frankfurt school, 223, 304 n36, n38, n41, n43, n44, 171n48, Franks, 183, 220 n49, n55, n56 Fraternité (also patrie), 219, 222 Hinduism, 155, 170n35 Free market, 15 Historia General and Historia Patria, 76 Free textbooks, 29, 30, 37, 38, 42, 43, Historical analysis, 31, 76, 206 45, 46n3 HIV/AIDS, 130, 205, 326, 327

374 INDEX

Ho Chi Minh, 230 social, 135 Holocaust, 128, 130 Ideology, construction of, 95 Homonormative, 125 Immigration, 5, 17, 20, 182, 219–221, Homophobia, 125, 133 223, 224, 231, 232, 240–244, Homosexuality, 121, 126, 131 246, 249, 250, 254, 255, 275, Hong Kong, 13, 18, 21, 178, 263–289, 345, 347, 351, 356, 357 358, 359 India, 19, 20, 121, 143–171, 178, 182, Housing, 11, 67, 94, 135, 200, 232, 264 195, 196, 355 Huicholes, 30, 44–46 Indian Independence Act, 158, 159 Human dignity, 204, 356 National Congress, 154, 156, 160, Human Rights Commission, 214 170n36 National Council of Educational I Research and Training (NCERT), Identity, vii–ix, 1–21, 27–29, 37, 41, 144, 145, 149, 151, 153, 160, 44, 50, 73–88, 102, 112–114, 161, 165–167, 170n35, 171n56 122–125, 131, 135, 149, 152, Indians (American), 9, 19, 49–70, 98, 153, 161, 164–167, 170n35, 180, 357 184, 186, 199–215, 219, 221, Rights movement, 68 222, 225, 228, 231–234, 240, Indigenous, viii, 6, 9–11, 13, 18, 19, 243, 244, 246, 248, 254–256, 27–46, 123, 190, 201, 207, 220, 263–289, 295, 296, 299, 300, 305, 357, 361 306, 312–314, 316–318, 337, communities, 32–36, 42 345–348, 350, 351, 355–357, languages, 28, 30, 35, 36, 39–41, 361–365 46n1 civic, 2, 3, 122, 125 Indirect rule, 177, 178, 182, 195 collective, ix, 1, 4, 8, 9, 11, 13–15, Individualism (also Individualistic 17, 18, 123, 234, 300, 362 society), 106, 112, 133, 222, 231, colonial, 27 239, 270, 276, 287 cosmopolitan, 11, 15 Indonesia, 192 cultural, 3, 11, 255 Insurrectionists, 79 ethnic group, 50 Integration, 7, 8, 11, 12, 29, 30, 35, 145, fluid, 347, 351 203, 215, 219–221, 223, 224, political, 125 228, 231–233, 242, 243, 269, racial, 214 270, 272, 280, 287, 301, 317 Identity construction, 88n2 Intercultural education, 41–43 Identity formation, 14 Intergenerational dialogue, 230 Identity politics, 167, 347 International conventions, 202, 252 Identity, politics of, 266, 267 International Monetary Fund, 325 Ideology, 3, 4, 8, 10, 12, 16–21, 29, 33, Interpellation, 180, 181, 184–187, 191, 37, 78, 80, 95, 96, 102, 114, 115, 195 122, 154, 168n13, 177–181, 184– Islam, 147–149, 153, 155, 156, 158, 186, 201, 206, 208, 213, 223, 164, 165, 167, 168n13, 169n30, 225, 227, 246, 253, 300, 317 170n35, 228, 230, 297–300

375 INDEX

Isomorphic block, 306 Malay, 10, 11, 19, 20, 177–196, 264, Israel, 254 278, 357, 358 Federated Malay States, 182, 196n3 J Malaysia, 6, 177, 179, 182, 196, 196n1, Jammu and Kashmir, 146, 152, 153, 264 167n5, 169n21 Maldives, 149 Japan, 10, 95, 263 Maulana Muhammad Ali Johar, 157 Java, 192, 193 Maximato period, 33, 39, 46n4 John Freeman and His Family, 75, 81, Mayan, 33, 36, 38, 39, 45 83, 84, 86 Meritocracy, 13, 268, 278, 279 Mestiza (also mestizaje, mestizo, K mestizos), 27–31, 33, 36, 42, 44, Kashmir, 143, 145–152, 168n11, 46 169n20 Mexicanidad, 19, 27, 28, 35, 36, 41, Kemalism (also Kemalist principles), 361 11, 296, 297, 299–301, 306, 309, Mexican Revolution, 28 310, 312, 313, 318 Middle East, 208, 297 Keynesian welfare, 349 Migration, 4, 11, 60, 69, 182, 200, 202, Korea, 10, 263 214, 215, 231, 241, 300 Kris, 193, 194 Missionary, 62, 74, 75, 77, 229, 230 Kurds, 296, 313 Mississippi, 59, 110 Morgan Tsvangirai, 326, 327, 338n9, L n10 Labor market, 74, 303 Morle-Minto Act of 1909, 160 Laissez-faire, 11, 178, 196 Morocco, 220, 241 Land bridge theory, 63, 69 Motherland, 308, 309, 311, 312, 314, Land Designation Act, 334 361 Land redistribution, 334 Movement for Democratic Change, Lesbian, 130, 131 323, 326, 327, 334, 338n9, n10 Lesotho, 202 Mozambique, 202, 255 LGBQ, 16, 19, 121–136, 356, 357, 359 Multicultural, multiculturalism, 2, 3, 5, Liberté, Égalité, Fraternité (Liberty, 8, 10, 18, 29, 51, 52, 128–134, Equality, Brotherhood), 219 199, 200, 221, 223, 228, 234, Liberty, 41, 44, 78, 79, 86 242–244, 255, 257, 264, 269, Libro Nacional de Lecto-Escritura, 32 272, 276, 278–281, 288, 315 Lumumba, 208 conservative, 12, 13, 355 critical, 3, 8, 12, 15, 16, 355 M liberal, 12–14, 355 Maghreb, 220 Multinational corporations, 114 Magnons, 220 Multiple intelligences, 303 Malacca, 182, 192 Multiscalar educational governance, Malawi, 202 306

376 INDEX

Muslim League, 154, 156, 158–163, Palimpsest, 1–21 171n48, n55 Pangkor Engagement Treaty of 1874, Muslims, 7, 143, 148, 149, 151, 177 153–166, 168n14, 170n34, n36, Partition, 20, 143, 145, 149, 153–167, n39, n41, n43, 171n44, n49, n56, 170n44 242, 243, 254, 299, 309, 315 Patriotic history, 21, 23, 329, 330, 333, Mustafa Kemal Atatürk, 295, 297, 334, 336, 337, 359 307–310 Peninsulares, 28 Myanmar, 149 Pillarization, 11 Pioneers, 100–102, 105, 106 N Plain Counsels for Freedmen, 75, 78 Napoleon, 79, 192, 230 Popular Party (also Partido Popular), Narrative analysis, 17, 113 244, 246, 258, 363 Nationalist independence movements, Populism, 108, 297, 299 297 Populist Party, 108 National security discourse, 301 Portugal, 220 Native American (also indigenous Positivism, 77 population), 29, 33, 38, 40, 42, Post apartheid, 199, 203, 204, 207, 208, 50, 55, 61–63, 66, 70n1, 129. 213 See also First Nations, American Postwar reconstruction, 324 Indians Preaccession assistance, 303 Nelson Mandela, 200, 212 Presentism, 87 Neocolonialism, 231 Punjab Textbook Board, 147 Neoliberal, 15, 221, 241, 257 Nepal, 149 Q Netherlands, 11, 121 Quebec, 136n1 New Deal, 60, 62 Queer, 121, 124, 125, 130 New Labour, 245 New World, 60, 227 R Nigeria, 121, 177, 202 Raffles, 190–194 Niggers, 86 Rainbow Nation, 20, 199–215 Niqabs/burqas, 219 Raymond Williams, 2, 94, 95, 113, 115, Nixon program, 60 116n8 Normativity, 77 The Country and the City, 93 North Africa, 220, 297 Réalités (French magazine), 232 North America, 18 Reconstruction, ix, 19, 73, 74, 88n3, 199, 268, 271, 288, 324, 357, 358 O Refugee, 5, 11, 157, 158, 163, 202 Operation Murambatsvina, 326 Reproduction theories, 296, 305 Republic of France, 10, 19, 20, 121, P 219–234, 297, 345, 358, 364 Pakistan, Pakistanis, 19, 20, 143–171, Reservation, 32, 50, 58–61, 69, 160, 280 243, 254, 355, 359 Reterritorialization, 349

377 INDEX

Revised National Curriculum Statement Singaporeanization, 276 (RNCS), 204, 205, 207, 210 Socialism (also Socialist government, Rights, 2–4, 6, 21, 28, 55, 58, 60, 61, 68, Socialist Party), 33–35, 164, 244, 76, 78, 114, 121, 122, 124–135, 246 155, 199–205, 207–215, 219, 221, Socialist education, 33–35 222, 226, 228, 230, 234, 239, 241, Society, Work, and Development 246, 248, 249, 252, 256, 266, 267, Institute (SWDI), 203 271, 273–276, 284, 286, 302, 303, Somalia, 202 309, 311, 330, 332, 333, 335, 336, Songkok, 186 338n8, 347, 350, 363, 364 SOS Racisme, 233 Roman Catholicism, 230 South Africa, 11, 19, 20, 121, 199–215, Romania, 230, 241 326–327, 331, 338n3, 339n22, Romans, 220, 230, 241 355, 358, 359, 363 Rurality, representation of, 93, 99, 112, Southern states (in the U.S.), 73, 74 113, 115 Soviet, 298 Russia, 135, 314–316, 349 Spain, Spanish, 13, 20, 28, 220, 239– Rwanda, 182 258, 346, 349, 351, 357, 358, 363 Sri Lanka, 149 S Statal contexts, 240 Same-sex marriage, 125, 126, 130–132 State School Council, 246 Sand Creek Massacre, 65 Statism, 297, 299 Sans-culottes, 222 Straits Settlements, 179, 182, 196n3, n4 Scale theories, 296, 305, 306 Student-centered curriculum and Seconde, première, and terminale pedagogical approaches, 286, (sophomore, junior, and senior in 296, 303, 304, 308 France), 224–226, 229 Suffrage, 74, 128, 132, 133 Secularism, 153, 228, 297, 299, 300 Sunni (also Sunni Islam), 165, 297 Segregated schools, 32 Swaziland, 202 Segregation, 8, 11, 12, 18, 132, 133, Sweden, 12 203, 242, 355 Syria, 5, 230, 314–316 Separatism, 11, 179, 183 Sequential typology, 105 T Settlers, 58, 60–62, 64–68, 98, 103, Tamil Nadu Textbook Corporation, 145 105, 106, 109–111, 328, 331, 334 Temperance, 80, 82, 83 Sexism, 133, 204 Terrorism, 151, 243, 258 Sexual orientation, 130–132, 201 Textbook analysis, 207, 249, 265, 266, Shiite, 165 268, 273, 286, 287, 306–316, 349 Siam, 193 Textbook discourses, 305 Simla Agreement, 151, 169n18 Textbook policies, 30 Singapore, 12, 13, 18, 21, 177, 179, Thabo Mbeki, 200, 213, 326, 327 182, 190–194, 196, 263–289, Thatcher government, 245 358, 359 Third Estate, 227, 234n1

378 INDEX

Thomas Jefferson, 62, 99, 106 94, 95, 98, 101, 103, 104, 108, Tirisano, 204 114, 121, 122, 126, 127, 225, 226, Totalitarian, 73, 211 228 Toussaint L’Ouverture, White planters, Bill of Rights, 135 78, 79, 86 Reconstruction, 73, 74, 357, 358 Trail of Tears, 66 Stonewall, 128, 130, 131 Training and Development Agency for Universal Declaration of Human Schools, citizED, 247 Rights, 252, 256 Tribe (American Indian), 70 Urdu, 148, 155, 168n7, n10 Cherokee, 62 Cheyenne, 65 V Delaware, 60, 66 Vietnam, 256 Iroquois, 60, 61 Vikings, 220 Sioux, 65 Turkey, 21, 295–318 W Turkish-Islamic Synthesis, 300, 301 Wales, 242, 243 Turkishness, 299, 312, 313, 316 White supremacy, 74, 79, 328 Two Nation Theory, 121, 126, 149, Whiteness, construction of, 15, 234, 159–162, 170n34, 171n46, 213 365 Wixáritari Indians, 27 U U.S. history textbooks, 225, 226 Z Uganda, 121, 135 Zimbabwe, 6, 202, 323–339 United States, 4, 9, 10, 13, 19, 50, 51, patriotic history, 21, 323, 324, 329, 53, 54, 58, 65, 68–70, 73, 88n1, 330, 333, 334, 336, 337, 359

379