History textbooks and the construction of dictatorship.

Autor/inn/en	Oteíza Silva, Teresa; Achugar, Mariana
Titel	History textbooks and the construction of dictatorship.
Quelle	Aus: Fuchs, Eckhardt (Hrsg.); Bock, Annekatrin (Hrsg.): The Palgrave handbook of textbook studies. London, United Kingdom; New York: Palgrave Macmillan (2018) S. 305-316 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Palgrave handbooks
Beigaben	Literaturangaben S. 313-316
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-137-53141-4; 978-1-137-53142-1
DOI	10.1057/978-1-137-53142-1
Schlagwörter	Geschichtsunterricht; Schulbuch; Diktatur; Schulbuch; Geschichtsunterricht; Diktatur
Abstract	Dictatorships are breaking points in the social fabric (Franco and Levín 2007), and as such they constitute contested events in social and historical discourses. In history textbooks, authors reformulate these traumatic past events according to disciplinary practices. However, these representations and explanations of the dictatorial past are not only academic discourses; they are also important cultural artefacts through which narratives about a contested past become legitimised. In this chapter, key studies on the representation of dictatorship in textbooks from Latin America and Spain are reviewed. In doing so, we distinguish between three types of study: (1) those that address the issue from a discourse analytical perspective, (2) those that embed the representations within the context of educational reform(s), and (3) those that relate the representations to social memory studies. We discuss the methods used by each of these approaches to investigate this topic, identifying the strengths and weaknesses in each line of work. Finally, we propose areas to target in future studies on the representation of dictatorships in textbooks.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2019/1