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ERIC Number: EJ908744
Record Type: Journal
Publication Date: 2010-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 89
ISBN: N/A
ISSN: ISSN-1467-5986
Whose Knowledge Is Valued: A Critical Study of Knowledge in Elementary School Textbooks in China
Wang, Yuxiang; Phillion, JoAnn
Intercultural Education, v21 n6 p567-580 Dec 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 China and that minority knowledge and culture are under-represented, which demonstrates that the dominant Han group's knowledge is seen as the "truth" while minority knowledge is seen as backward. Moreover, through the dominant Han group's selection and construction of school knowledge, the Han group reproduces its ideology and legitimates its hegemonic control over minority groups. Minority knowledge and culture are, therefore, subjugated. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China