Journal Articles

Whose knowledge is valued : a critical study of knowledge in elementary school textbooks in China

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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.

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Detail Information

Series Title

Intercultural Education

Call Number

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Publisher

United Kingdom : Routledge Taylor & Francis Group., 2010

Collation

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Language

English

ISBN/ISSN

14675986

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Volume 21, Issue 6, Dec 2010, Pages 567 - 580

Subject(s)

Representation
Hegemony
Whose knowledge is valued
Minority knowledge
Minority culture

Specific Detail Info

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Statement of Responsibility

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