Whose knowledge is valued

A critical study of knowledge in elementary school textbooks in China

Dados Bibliográficos

ID8077435
AutoresYuxiang Wang (0000-0002-1049-8469, Purdue University West Lafayette, autor correspondente), Joann Phillion (Purdue University West Lafayette)
Ano2010
Volume21
Fascículo6
Páginas567-580
Data de publicação2010-12-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEuropean Journal of Intercultural studies (JOURNAL)
Identificadores do periódicoISSN: 0952-391X • E-ISSN: 1469-8439
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14675986.2010.533037
OpenAlexW2069894841
IdiomaEN
Citações recebidas10
Referências citadas35

This study critically examines knowledge in elementary school textbooks in China. Language analysis and story‐line analysis are used to examine how the knowledge related to minority groups and how the knowledge related to the Han group are introduced and interpreted. This study finds that the Han knowledge dominates elementary school textbooks in China and that minority knowledge and culture are under‐represented, which demonstrates that the dominant Han group’s knowledge is seen as the ‘truth’ while minority knowledge is seen as backward. Moreover, through the dominant Han group’s selection and construction of school knowledge, the Han group reproduces its ideology and legitimates its hegemonic control over minority groups. Minority knowledge and culture are, therefore, subjugated

China · Knowledge level · Mathematics education · Pedagogy · Political science · Sociology · China's Ethnic Minorities and Relations · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Psychology