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ERIC Number: EJ1149004
Record Type: Journal
Publication Date: 2017
Pages: 35
Abstractor: As Provided
ISSN: ISSN-0093-3104
Toward Embracing Multiple Perspectives in World History Curricula: Interrogating Representations of Intercultural Exchanges between Ancient Civilizations in Quebec Textbooks
Abdou, Ehaab D.
Theory and Research in Social Education, v45 n3 p378-412 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A