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ERIC Number: EJ1089294
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-5170
Resisting Official Knowledge: The Incorporation and Abjection of Race and Poverty in High School American History Textbooks, 1960s-2000s
Kearl, Benjamin Kelsey
Journal of Curriculum and Pedagogy, v11 n1 p64-80 2014
Through an interpretive analysis of how high school American history textbooks depict the urban-riots of the late-1960s, in this article the author discusses how textbooks incorporate and abject official knowledge related to the intersections of race and poverty. Incorporation is related with Raymond Williams' theory of the selective tradition and Michael Apple's theory of official knowledge. Julia Kristeva's psychoanalytic theory of abjection is utilized throughout this article as a counterpoint to these theories of incorporation and to reflexively elucidate how textbooks expel resistant knowledge and students from the curricular body of official knowledge.
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A