"Do i contradict myself? Very well, i contradict myself (...)". Representing intercultural encounters in two Finnish history textbooks.

Autor/inn/en	Dervin, Fred; Hahl, Kaisa; Härkönen, Anu; Layne, Heidi
Titel	"Do i contradict myself? Very well, i contradict myself (...)". Representing intercultural encounters in two Finnish history textbooks.
Quelle	Aus: Hahl, Kaisa (Hrsg.); Niemi, Pia-Maria (Hrsg.); Longfor, Rita Johnson (Hrsg.); Dervin, Fred (Hrsg.): Diversities and interculturality in textbooks. Finland as an example. Newcastle upon Tyne, UK: Cambridge Scholars Publishing (2015) S. 149-173Verfügbarkeit
Reihe	Post-intercultural communication and education
Beigaben	Literaturangaben S. 170-173
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	1-4438-7669-0; 978-1-4438-7262-1; 978-1-4438-7669-8
Schlagwörter	Sekundarstufe II; Interkulturalität; Schulbuch; Afrikabild; Geschichtsunterricht; Islam; Darstellung; Finnland
Abstract	This chapter compares the ways intercultural encounters are introduced in two upper secondary textbooks published for teaching history in Finland. As in all textbooks, the authors are dependent on different factors in the texts they have produced: curricula, publishing companies, textbook editors, negotiations between team members, beliefs about what both students and teachers need, etc. The two textbooks deal with the topic of intercultural encounters by covering different geopolitical areas (in our focus: Africa and the world of Islam). We use a critical discourse analysis method to examine how the authors (and their editor) discourse around interculturality. The latter term, which is polysemic and controversial, can be approached from multifaceted angles. Being in research and practice on the 'intercultural,' scholars have noted variations in the ways interculturality is introduced between and within texts (in its general sense), leading to contradictory and unstable discourses on the hyphen between 'us' and 'them.' Although both textbooks at times show a 'renewed' and critical understanding of interculturality, there are confused and confusing ideas about intercultural encounters. The foreign cultures are kept afar from the local students' lives. Cultures are shown to be fixed and not changing and co-constructed through times and among people. The textbooks also fail to capitalize on opportunities to compare inequalities in different social structures and situations with for example the status of minorities in Finland.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1