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Whose Knowledge Is Valued: A Critical Study of Knowledge in Elementary School Textbooks in China
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Wang, Yuxiang; Phillion, JoAnn – Intercultural Education, 2010
This study critically examines knowledge in elementary school textbooks in China. Language analysis and story-line analysis are used to examine how the knowledge related to minority groups and how the knowledge related to the Han group are introduced and interpreted. This study finds that the Han knowledge dominates elementary school textbooks in…
Descriptors: Foreign Countries, Elementary Education, Textbooks, Textbook Content