The representation of Christopher Columbus in high school history textbooks. A content analysis.

Autor/inn/en	Bello, Manuel; Shaver, Annis N.
Titel	The representation of Christopher Columbus in high school history textbooks. A content analysis.
Quelle	Aus: Provenzo, Eugene F. (Hrsg.): The textbook as discourse. New York: Routledge (2011) S. 140-161 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-203-83602-6; 978-0-415-88646-8
DOI	10.4324/9780203836026
Schlagwörter	High School; Schulbuch; Entdeckung; Geschichte (Histor); Geschichtsunterricht; Kolumbus, Christoph; USA
Abstract	Bello and Shaver argue that textbooks play an important role in the generation of discourse, and, as such, are important artifacts of contemporary literate societies. They describe the "Columbian discourse" as protean with distinct variations in different historical periods. Their analysis of the image of Christopher Columbus in US high school history textbooks spans the period 1870 to 2003. The data show that the majority of the textbooks consider Christopher Columbus' voyage to be a singularity that changed the course of world history. They found three dominant themes: the representation of the figure of Columbus, the depiction of the Native Americans, and the lasting effects of the encounter. They note that Columbus' voyage continues to be based on tradition despite the availability of overwhelming evidence from extant historical documents. They conclude that "Christopher Columbus is such a powerful icon that even the desire to right the most egregious wrongs that resulted from his enterprise cannot completely damage his image."
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2011/3