Literaturnachweis - Detailanzeige
Autor/inn/en | Oteíza Silva, Teresa; Achugar, Mariana |
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Titel | History textbooks and the construction of dictatorship. |
Quelle | Aus: Fuchs, Eckhardt (Hrsg.); Bock, Annekatrin (Hrsg.): The Palgrave handbook of textbook studies. London, United Kingdom; New York: Palgrave Macmillan (2018) S. 305-316
PDF als Volltext |
Reihe | Palgrave handbooks |
Beigaben | Literaturangaben S. 313-316 |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 978-1-137-53141-4; 978-1-137-53142-1 |
DOI | 10.1057/978-1-137-53142-1 |
Schlagwörter | Schulbuch; Geschichtsunterricht; Diktatur |
Abstract | Dictatorships are breaking points in the social fabric (Franco and Levín 2007), and as such they constitute contested events in social and historical discourses. In history textbooks, authors reformulate these traumatic past events according to disciplinary practices. However, these representations and explanations of the dictatorial past are not only academic discourses; they are also important cultural artefacts through which narratives about a contested past become legitimised. In this chapter, key studies on the representation of dictatorship in textbooks from Latin America and Spain are reviewed. In doing so, we distinguish between three types of study: (1) those that address the issue from a discourse analytical perspective, (2) those that embed the representations within the context of educational reform(s), and (3) those that relate the representations to social memory studies. We discuss the methods used by each of these approaches to investigate this topic, identifying the strengths and weaknesses in each line of work. Finally, we propose areas to target in future studies on the representation of dictatorships in textbooks. |
Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
Update | 2019/1 |