Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam.

Autor/in	Sunderram, Shreya
Titel	Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam.
Quelle	In: Journal of curriculum studies, 55 (2023) 6, S. 661-681Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2023.2255993
Schlagwörter	Pädagogik; Curriculum; Inklusion; Kolonialismus; Dekolonisation; Eurozentrismus; Postkolonialismus; Eliminierung; Narration; Theorie; Globaler Süden
Abstract	Postcolonial studies have long identified history curriculum as a site of empire building. High stakes exams like the Global History Regents Exam in New York (NYGHR) undoubtedly impact curriculum but have yet to be examined through a postcolonial lens. This study evaluates to what extent, if at all, the NYGHR perpetuates eurocentrism as defined by four concepts from the literature: numerical representation, replacement, tokenism and narrative erasure. Through both qualitative and quantitative analysis, the study finds the exam to be eurocentric both in its numerial underrepresentation of the global south, and in its replacement and ommission of global south achievement, its overuse of tokenism, and its flagrant narrative erasure of the violence of colonialism. The study posits implications and next steps for students, practitioners and future research on how to build inclusive, student driven global history curricula.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2024/1