Race, class, gender, and disability in current textbooks.

Autor/inn/en	Sleeter, Christine E.; Sleeter, Christine E.; Grant, Carl A.; Grant, Carl A.
Titel	Race, class, gender, and disability in current textbooks.
Quelle	Aus: Provenzo, Eugene F. (Hrsg.): The textbook as discourse. London u.a.; New York: Routledge (2011) S. 183-215 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 207-215
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-203-83602-6; 978-0-415-88646-8; 978-0-415-88647-5
DOI	10.4324/9780203836026
Schlagwörter	Vorurteil; Geschlechterrolle; Schulbuch; Geschlecht; Rassentheorie; Soziale Klasse; USA
Abstract	While the trend in education in the 1980s and 1990s was to move to a curricula filled predominantly with basic skills and the great literature of Western Civilization, the authors argue that this push did little to change the racial, social class, gender, and disability inequalities that exist in school curricula. They contend that debates about curriculum content represent the struggle for power between social groups. Representations contained in textbooks provide legitimacy or dominant status for the groups represented. Similarly, relationships represented in text-books are considered to be natural and proper. Consequently, curriculum works to limit the ideas and information available to students, which prevents them from considering other ways of life. The analysis looks at the representation of various groups in textbooks spanning four subject areas. It provides a picture of how well America's diversity is represented to children throughout their schooling experience.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2011/3