| 000 | 02859nam a22004095i 4500 | ||
|---|---|---|---|
| 001 | 978-94-6091-912-1 | ||
| 003 | DE-He213 | ||
| 005 | 20140220083349.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 121026s2012 ne | s |||| 0|eng d | ||
| 020 |
_a9789460919121 _9978-94-6091-912-1 |
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| 024 | 7 |
_a10.1007/978-94-6091-912-1 _2doi |
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| 050 | 4 | _aL1-991 | |
| 072 | 7 |
_aJN _2bicssc |
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| 072 | 7 |
_aEDU000000 _2bisacsh |
|
| 082 | 0 | 4 |
_a370 _223 |
| 100 | 1 |
_aHickman, Heather. _eeditor. |
|
| 245 | 1 | 4 |
_aThe New Politics of the Textbook _h[electronic resource] : _bProblematizing the Portrayal of Marginalized Groups in Textbooks / _cedited by Heather Hickman, Brad J. Porfilio. |
| 264 | 1 |
_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2012. |
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| 300 |
_aXXXII, 316 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aConstructing Knowledge, Curriculum Studies in Action, _x2213-722X ; _v1 |
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| 520 | _aIn an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students’ thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production. | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducation (general). |
| 700 | 1 |
_aPorfilio, Brad J. _eeditor. |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 830 | 0 |
_aConstructing Knowledge, Curriculum Studies in Action, _x2213-722X ; _v1 |
|
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-94-6091-912-1 |
| 912 | _aZDB-2-SHU | ||
| 999 |
_c104932 _d104932 |
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