Intercultural Content and Perspectives in School Textbooks in Georgia
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| Title: | Intercultural Content and Perspectives in School Textbooks in Georgia |
|---|---|
| Language: | English |
| Authors: | Tabatadze, Shalva (ORCID |
| Source: | Intercultural Education. 2020 31(4):462-481. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Multicultural Textbooks, Textbook Evaluation, Foreign Countries, Elementary Education, Content Analysis, Cultural Pluralism, Stereotypes, Classification, Racial Bias, Social Bias, Accuracy |
| Geographic Terms: | Georgia Republic |
| DOI: | 10.1080/14675986.2020.1747290 |
| ISSN: | 1467-5986 |
| Abstract: | This study used content analysis to explore the way in which primary grade school textbooks in Georgia cover multicultural content. Seventeen primary grade textbooks for all subjects were assessed with Relational Qualitative Content Analysis, which included five subcomponents: (1) ethnocentric approaches; (2) promoting intolerance; (3) stereotyping; (4) classification of different groups (invalid, enemies, others, etc.), and (5) accuracy and scope of information. The research revealed important shortcomings in each of the components mentioned above and makes important suggestions for National Curriculum and school textbook reforms in Georgia |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1264085 |
| Database: | ERIC |
| Abstract: | This study used content analysis to explore the way in which primary grade school textbooks in Georgia cover multicultural content. Seventeen primary grade textbooks for all subjects were assessed with Relational Qualitative Content Analysis, which included five subcomponents: (1) ethnocentric approaches; (2) promoting intolerance; (3) stereotyping; (4) classification of different groups (invalid, enemies, others, etc.), and (5) accuracy and scope of information. The research revealed important shortcomings in each of the components mentioned above and makes important suggestions for National Curriculum and school textbook reforms in Georgia |
|---|---|
| ISSN: | 1467-5986 |
| DOI: | 10.1080/14675986.2020.1747290 |
