Peer reviewedERIC Number: EJ498318
Record Type: Journal
Publication Date: 1994
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0037-7996
EISSN: N/A
Messages That High School World History Textbooks Convey. Challenges for Multicultural Literacy.
Commeyras, Michelle; Alvermann, Donna E.
Social Studies, v85 n6 p268-74 Nov-Dec 1994
Asserts that there is an important difference between history as socially constructed knowledge and as an objective, fixed account. Reports on a content analysis of three high school world history texts to determine how the meaning from them may be influenced in the content and power relations implicit in the textbook language. (CFR)
Descriptors: Critical Thinking, Cultural Differences, Cultural Influences, Cultural Pluralism, Developing Nations, Economic Development, Educational Strategies, Foreign Countries, Historical Interpretation, History Instruction, History Textbooks, Multicultural Education, Politics of Education, Secondary Education, Teaching Methods, Textbook Bias, Textbook Content, World History
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
