SciELO - Scientific Electronic Library Online

 
vol.56 número2Dealing with a hot potato: the commemoration of the 1959 "Potato Boycott"The local role of a Wellington Afrikaner Broederbond branch, 1937-1994 índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


Historia

versão On-line ISSN 2309-8392
versão impressa ISSN 0018-229X

Resumo

MORGAN, Katalin  e  HENNING, Elizabeth. How school history textbooks position a textual community through the topic of racism. Historia [online]. 2011, vol.56, n.2, pp.169-190. ISSN 2309-8392.

ABSTRACT This article views chapters from history textbooks as a glimpse into a particular zeitgeist of the current South African educational milieu. The central question is how these sampled books position a textual community as mediated by the topic of race theories impacting the twentieth century in various regions. To contextualise the topic, we provide a brief overview of similar studies and present some voices in current debates about the meaning and relevance of conceptions of race and racism. We then analyse data, providing examples and illustrations. The five major emerging themes from the discourse analysis of the texts are that authors 1) write from a single perspective showing intolerance of ambiguity; 2) have an a-historical or anti-historical position towards text; 3) write from a reductionist position; 4) mimic critical thinking; and 5) position themselves as scaffolds that create opportunities for inquiry. These findings are discussed in some detail. We conclude that the books are predominantly positioned to advance citizenship education in a specific mould and that they tend to repeat the letter of the "curriculum law" of democratising and of healing the divisions of the past, but in the process defeat the spirit of such healing. We end by considering some implications for textbook writing.

Palavras-chave : textual community; race; racism; history textbooks; education; curriculum.

        · resumo em Africaner     · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons