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ERIC Number: EJ939727
Record Type: Journal
Publication Date: 2005
Pages: 32
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1468-1366
Discourse, Cultural Knowledge and Ideology: A Critical Analysis of Chinese Language Textbooks
Liu, Yongbing
Pedagogy, Culture and Society, v13 n2 p233-264 2005
This article examines discourses of cultural knowledge and ideology in Chinese language textbooks currently used for primary school students nationwide in China. Within the framework of critical curriculum theory and using critical discourse analysis, this article critically investigates how discourses of cultural knowledge are constructed and what ideological forces are manifested in the textbooks. First, it identifies a matrix of discourses that construct areas of knowledge through an inter-textual analysis. Then it analyses how textual features, such as lexical choices, grammatical elements and generic structures, are manipulated in the construction of a particular version of cultural knowledge for the child reader. The article concludes that the discourses constructed in the textbooks are a closed system that serves the purpose of social control but not the interest of children. (Contains 2 notes, 1 figure and 2 tables.)
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China