Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges between Ancient Civilizations in Quebec Textbooks

Autor/in	Abdou, Ehaab D.
Titel	Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges between Ancient Civilizations in Quebec Textbooks
Quelle	In: Theory and Research in Social Education, 45 (2017) 3, S.378-412 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdou, Ehaab D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2016.1276500
Schlagwörter	World History; History Instruction; Textbooks; Content Analysis; Foreign Countries; Discourse Analysis; Intercultural Communication; Non Western Civilization; Intergroup Relations; World Views; High School Students; Criticism; Cultural Pluralism; Judaism; Christianity; Qualitative Research; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Weltgeschichte; History lessons; Geschichtsunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Ausland; Diskursanalyse; Interkulturelle Kommunikation; Intergruppenbeziehungen; World view; Weltanschauung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kritik; Kulturpluralismus; Judaismus; Christentum; Qualitative Forschung; Statistische Analyse; Kanada
Abstract	Guided by critical discourse analysis, this study analyzes how ancient civilizations are constructed in high school history textbooks used in Quebec, Canada. The findings suggest that the narrative generally ignores 2-way intercultural exchanges. The narrative is also Eurocentric, silencing sub-Saharan Africa's contributions and nonmaterial influences of non-Western civilizations, such as ancient Near Eastern influences on the Judeo-Christian monotheistic tradition. Such depictions normalize a dominance paradigm that sanctions the supremacy of particular civilizations, religions, or groups. Students need to develop a reflective historical consciousness that is conducive to intergroup dynamics based on respect for diversity. Thus, in studying ancient civilizations, they should be encouraged to interrogate their own worldviews, explore the interdependence of human civilizations, and engage with omitted counternarratives, alternative chronologies, and periodization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01