Ideology and United States history textbooks.

Autor/in	Anyon, Jean
Titel	Ideology and United States history textbooks.
Quelle	Aus: The textbook as discourse. New York: Routledge (2011) S. 109-139 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 130-139
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-203-83602-6; 978-0-415-88646-8
DOI	10.4324/9780203836026
Schlagwörter	Ideologie; Geschichtsunterricht; Ideologie; Schulbuch; USA; Schulbuch; Geschichtsunterricht; USA
Abstract	Anyon examines seventeen widely used high school US history textbooks for this study. She posits that textbooks are "social products that can be examined in the context of their time, place and function." She focuses her analysis on economic and labor history between the US Civil War and World War I. This period was a time of rapid industrialization and social change, and has been largely ignored by other researchers who have studied curriculum content. The data suggest that the economic and labor history of this era is not presented neutrally; numerous selections demonstrate that the curriculum favors the interests of the moneyed classes. Anyon notes that if only one ideological perspective informs the content of schoolbooks, it acquires the status of truth to the detriment of all other possible points of view. According to Anyon, the availability of alternative ideological perspectives makes change possible.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2011/3