Africa in Irish Primary Geography Textbooks: Developing and Applying a Framework to Investigate the Potential of Irish Primary Geography Textbooks in Supporting Critical Multicultural Education

Autor/in	Usher, Joe
Titel	Africa in Irish Primary Geography Textbooks: Developing and Applying a Framework to Investigate the Potential of Irish Primary Geography Textbooks in Supporting Critical Multicultural Education
Quelle	In: Irish Educational Studies, 42 (2023) 1, S.123-143 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.1910975
Schlagwörter	Foreign Countries; Geography Instruction; Cultural Awareness; Textbooks; Textbook Content; Elementary Education; Multicultural Education; Racism; Social Bias; Stereotypes; Diversity; Critical Thinking; Minority Groups; Social Justice; Power Structure; Africa; Ireland + Suchen Sie Ihr Suchwort? Ausland; Geography education; Geography lessons; Geografieunterricht; Cultural identity; Kulturelle Identität; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Elementarunterricht; Multikulturelle Erziehung; Rassismus; Klischee; Kritisches Denken; Ethnische Minderheit; Soziale Gerechtigkeit; Afrika; Irland
Abstract	When pupils learn geography they are extending their world view and reshaping it. This paper analyses representations of Africa and African countries and cultures in Irish primary geography textbooks and assesses to what extent these textbook portrayals facilitate or repress multicultural education, specifically critical multicultural education (CMCE). Here, this paper argues that primary geography can and should play a critical role in challenging societal issues of inequality, racism, prejudice and stereotypes, particularly pertaining to perspectives of the 'Other'. This paper devises a framework for critical multicultural geography education (CMCGE) and applies this to Irish primary geography textbooks. While some textbooks can demonstrate capacity in fostering multiple perspectives, appreciation for diversity, development of critical thinking and enquiry, and making connections; in the main, textbooks present stereotypical, oversimplified accounts of issues, peoples and places which can result in feelings of superiority amongst dominant groups and more entrenched feelings of 'Otherness' amongst minority groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01