Not Inferior but Backward: Representation of Asia in U.S. World History Textbooks during the Interwar Period

Autor/in	Kang, Jiyoung
Titel	Not Inferior but Backward: Representation of Asia in U.S. World History Textbooks during the Interwar Period
Quelle	In: American Educational History Journal, 47 (2020) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Foreign Countries; Textbooks; Textbook Content; World History; History Instruction; Social Bias; Racial Bias; Curriculum; Role of Education; War; Social Justice; Cultural Awareness; United States History; Asian Culture; Cultural Differences; Economic Development; Democratic Values; Industrialization + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Weltgeschichte; History lessons; Geschichtsunterricht; Racial discrimination; Rassismus; Curricula; Lehrplan; Rahmenplan; Bildungsauftrag; Krieg; Soziale Gerechtigkeit; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Wirtschaftsentwicklung; Industrialisation; Industrialisierung
Abstract	"International education" in the United States has been dominated by nationalism that advocates such understanding primarily for the purpose of improving economic and military competitiveness with other nations (Parker 2008). Nevertheless, although they represent a minority voice, there have been researchers and educators who argue that international education should serve to build peace and promote students' global citizenship (Parker 2011). This minority voice also existed in the interwar period (1919-1938, between World War I and World War II), when the fear of war and the resultant patriotism swept the country. This paper investigates representations of Asia in U.S. world history textbooks during the interwar period. From the array of world history textbooks published in this period, the research focused on five that expressed an explicit intention to include Asia. Three of these focused exclusively on world history (Rogers, Adams, and Brown 1937; Tuell 1920; Pahlow 1934), while two integrated world history with geography and other social sciences (Rugg 1930, 1937). By examining contradictory portrayals of Asia within each of these textbooks, this study reveals how well-meaning authors who endeavored to fight against popular prejudices about Asia were also constrained by Orientalism, the prevailing societal discourse on Asia at the time. The findings of this study provide a closer look at the subtle and nuanced ways that the curriculum represents marginalized groups, even while pursuing an ostensibly benign and inclusive agenda. (ERIC).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/american-educational-history-journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01