Representation of Minorities in Textbooks Representation
Beyond the initial socialization at home textbooks are often the first point of contact for the children to the outside world. Few, if any, educational and pedagogical materials, shape and condition the worldviews, personalities, and identities of young pupil citizens than the textbooks used in schools and beyond. In some societal and national contexts, textbooks are cultural icons that come second only to religious texts. They REPRESENTATION OF are used as instruments of nation-building, ideological con- MINORITIES trol, and at times for outright indoctrination depending on the IN TEXTBOOKS national, social, and cultural contexts. Contributions in this volume examine the impact of text- books in contexts of diversity. Especially, using a comparative perspective the contributors critically examine the repre- sentations of minorities in pedagogical texts and how these INTERNATIONAL COMPARATIVE PERSPECTIVES representations impact social relations in increasingly di- verse societies. Selections in the volume examine discursive and empirical evidence from Canada, Brazil, Australia, South Africa, Norway, Iran, Spain, and Columbia to deconstruct the representations of minorities in textbooks and suggest ways in which these pedagogical tools could be made more inclu- sive. REPRESENTATION OF MINORITIES IN TEXTBOOKS REPRESENTATION EDITORS Colaboration: M. AYAZ NASEEM ADEELA ARSHAD-AYAZ JESÚS RODRÍGUEZ RODRÍGUEZ REPRESENTATION OF MINORITIES IN TEXTBOOKS: INTERNATIONAL COMPARATIVE PERSPECTIVES EDITORS: M. Ayaz Naseem Adeela Arshad-Ayaz Jesús Rodríguez Rodríguez Santiago de Compostela, 2016 International Association for Research on Textbooks and Educational Media (IARTEM) Edited by: M. Ayaz Naseem, Adeela Arshad-Ayaz, Jesús Rodríguez Rodríguez © Text: authors Cover design: José María Mesías Lema ISBN: 978-84-8408-927-8 DL: C 1292-2016 Printed in Spain by Tórculo Comunicación Gráfica, S.
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