Decoloniality, Power and Ideology in the Social Studies Textbooks of Tibetan Exile Schools

Autor/in	Wangdu, Kalsang
Titel	Decoloniality, Power and Ideology in the Social Studies Textbooks of Tibetan Exile Schools
Quelle	In: Journal of Curriculum Studies, 52 (2020) 2, S.230-246 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wangdu, Kalsang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1657958
Schlagwörter	Social Studies; Textbooks; Self Concept; Refugees; Power Structure; Teaching Methods; Elementary School Students; History Instruction; Discourse Analysis; Foreign Countries; Political Attitudes; Role; Content Analysis; Ethnic Groups; Cultural Influences; Politics of Education; Geographic Regions; Cultural Background; India; China + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Textbook; Text book; Schulbuch; Lehrbuch; Selbstkonzept; Flüchtling; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Diskursanalyse; Ausland; Political attitude; Politische Einstellung; Rollen; Inhaltsanalyse; Ethnie; Cultural influence; Kultureinfluss; Educational policy; Bildungspolitik; Indien
Abstract	History is often deemed essential to the construction of national identity. However, the issue of how refugee communities construct their national identity and the image of their historical legacy via the teaching of history is an understudied one. As such, this study examines the role of history teaching in the construction of national identity in the context of Tibetan refugee schools in India. By employing critical discourse analysis of the primary-level social studies textbooks with a focus on power and representation, this paper analyses the key features of nation-building project of the Tibetan exiles, and how nation-building project manifests itself in the curricular and pedagogical practices of social studies education. The findings show presence of an overriding political and cultural agenda in the social studies textbooks. The paper argues that refugees and other communities in diaspora live in an unstable socio-political climate where the use of history for the construction of collective national identity is even more pertinent and urgent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01