View in EDS HTML Full Text PDF Full Text

The Politics of Reading Textbooks: Intergenerational and International Reflections on China

Saved in:
Bibliographic Details
Title: The Politics of Reading Textbooks: Intergenerational and International Reflections on China
Language: English
Authors: Liz Jackson (ORCID 0000-0002-5626-596X), Michael W. Apple (ORCID 0000-0001-8459-8238), Fei Yan (ORCID 0000-0001-8375-0816), Jason Cong Lin (ORCID 0000-0001-6971-0375), Chenxi Jiang, Tongzhou Li, Edward Vickers (ORCID 0000-0002-5061-6204)
Source: Educational Philosophy and Theory. 2024 56(12):1156-1166.
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: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Textbooks, Reading Research, Educational Research, Politics of Education, Textbook Evaluation, Interrater Reliability, Teacher Role, Student Attitudes, Authoritarianism
Geographic Terms: China
DOI: 10.1080/00131857.2023.2239446
ISSN: 0013-1857
1469-5812
Abstract: In this collective essay the authors consider the nature and consequences of reading and researching across difference in an international and intergenerational team, whose core members are focused on understanding how curriculum operates and the nature of textbook representation of diversity in Mainland China, Hong Kong, Taiwan, and Macau. Examining textbook reading across and about difference as senior and junior curriculum theorists, emerging educational researchers, and recent secondary school graduates with varied international and cross-border experiences, the authors consider how their unique positions and experiences--as well as the political and social context of schooling, and the abstraction, simplification, and reduction of reality which textbook production entails--influences understandings of the value of curriculum theory and textbook research. The insights of this essay shed light on such topics as how textbooks are seen across difference, read in academic and school settings, experienced based on identity and subjectivity, and taken up in understanding broader nation-state politics. In sum, the authors critically ask here what textbooks and textbook research are 'for' from an international view, given the dynamic ways that reading and collaborative scholarship work.
Abstractor: ERIC
Entry Date: 2024
Accession Number: EJ1447209
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFKLtTo3hzSWNyQiWzGN67iAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDToQWWR47WDGWDUnQIBEICBmysOBzpKAlVVscO3PWDq3Kp6IWqqYQoz78ZuI0J_VvcMXU26PYYfHsfk1XRWOLbatW-axamhTNGjsr--j4dMZUG0CC-F5GObGXQ3M5edOhIhRMpcowGcMGE-RTosXWpO4LRdSeok5NllrMZZ4FKqYiLAbhlUlbePNYWkAmFb99vDIGKr4K9_9ZIhIXDg42VywwplfU83cfdITBi3
Text:
  Availability: 1
  Value: <anid>AN0180591330;54l15nov.24;2024Nov04.04:57;v2.2.500</anid> <title id="AN0180591330-1">The politics of reading textbooks: Intergenerational and international reflections on China </title> <sbt id="AN0180591330-2">Introduction</sbt> <p>Liz Jackson</p> <p>Education University of Hong Kong</p> <p>Given how important textbooks continue to be in education, how textbooks are read for learning and research remains poorly understood. As Michael Apple noted in [<reflink idref="bib1" id="ref1">1</reflink>], it is not possible to 'determine the meanings and politics of a text "by a straightforward encounter with the text itself."' (p. 10). Here Apple critically takes up Stuart Hall's view of reception (1973) as he details how texts can be read in dominated, negotiated, and oppositional ways. Messages can be taken at face value or disputed. Subjectivity plays a role as students (among others) read 'based on their own class, race, gender, and religious experiences' (Apple, [<reflink idref="bib1" id="ref2">1</reflink>], p. 10). This 'raises serious questions about whether one can fully understand the text by mechanically applying any interpretive procedure' (p. 10).</p> <p>Recognition of the dynamic nature of reading has led to the 'practice turn' in textbook studies (Kolbeck & Röhl, [<reflink idref="bib16" id="ref3">16</reflink>]). One prevalent approach is hermeneutical analysis, a group of methods which position scholars 'as members of a particularly historically and culturally conditioned, ever-changing "life-world"' (Morgan, [<reflink idref="bib24" id="ref4">24</reflink>], p. 11). Yet often hermeneutical analyses reflect a scholar's subjective position (Morgan, [<reflink idref="bib24" id="ref5">24</reflink>]; Johnsen, [<reflink idref="bib15" id="ref6">15</reflink>]). This can lead to irreconcilable disagreements as, for example, a discussion of one group's 'war of liberation' can be regarded as a 'revolt' against legitimate power by others (Pingel, [<reflink idref="bib26" id="ref7">26</reflink>]).</p> <p>International organizations such as UNESCO and the European Union recommend collaborative research in such cases to reach agreement on controversial issues. Yet such practices also have limitations. Recommendations often focus on factual statements and a positive account of relations (Pingel, [<reflink idref="bib26" id="ref8">26</reflink>]). In this model, conflicting depictions are replaced by views held in common. Although this lays a foundation for solving problems, controversies are eschewed, and readers are not encouraged to confront conflicts. In this context, content analysis undergirded by methods for achieving intercoder reliability assume a more neutral way to examine textbooks. However, developing intercoder reliability can be a messy, fluid process in which positionalities of researchers still come into play, particularly in cross-cultural settings.</p> <p>Against this backdrop, broader theoretical questions also loom about the usefulness and implications of curriculum analysis in light of varied understandings of the role of the nation-state and other hegemonic forces in education and in curriculum and textbook production. Whether and how counterhegemonic resistance plays a role in curricular decision making, and the nature of power relations in education more generally, differ substantially across diverse societies, from east to west and from democratic to authoritarian (for past debate on this, see Vickers, [<reflink idref="bib31" id="ref9">31</reflink>]). Thus, larger-scale political processes shaping education within a particular society also impact how texts are read and understood, by students and teachers as well as researchers.</p> <p>In this collective essay we consider the nature and consequences of reading and researching across difference in an international and intergenerational team, whose core members are focused on understanding how curriculum operates and the nature of textbook representation of diversity in Mainland China, Hong Kong, Taiwan, and Macau. Examining textbook reading across and about difference as senior and junior curriculum theorists, emerging educational researchers, and recent secondary school graduates with varied international and cross-border experiences, we consider how our unique positions and experiences—as well as the political and social context of schooling, and the abstraction, simplification, and reduction of reality which textbook production entails—influences understandings of the value of curriculum theory and textbook research. The insights of this essay shed light on such topics as how textbooks are seen across difference, read in academic and school settings, experienced based on identity and subjectivity, and taken up in understanding broader nation-state politics. In sum, we critically ask here what textbooks and textbook research are 'for' from an international view, given the dynamic ways that reading and collaborative scholarship work.</p> <hd id="AN0180591330-3">The textbook and official knowledge</hd> <p>Michael W. Apple</p> <p>University of Wisconsin</p> <p>One of the guiding questions in education has always been 'What knowledge is of most worth?' While important, this question elides a fundamental set of issues that are best seen in the following: Whose knowledge is of most worth? By whom? Who decides? (Apple, [<reflink idref="bib6" id="ref10">6</reflink>]). Thus, crucial and long-term attention must be given to both the form and content of what counts as 'official knowledge' and the inclusions and exclusions—what are best called 'absent presences'—that constitute it.</p> <p>In most nations, although there are multiple formal and informal texts that constitute the curriculum in schools and other sites, the foundational resource of the official curriculum in a large part of the world is the textbook.</p> <p>As I have argued at much greater length elsewhere, texts are not simply delivery systems of 'facts'. They are the simultaneous results of political, economic, and cultural activities, battles, and compromises. They are conceived, designed, and authored by real people with real interests. They are published within the political and economic constraints of markets, resources, and power. And what texts mean and how they are used are fought over by communities and social movements with distinctly different commitments, and reinterpreted by teachers and students as well (Apple, [<reflink idref="bib5" id="ref11">5</reflink>]; Apple et al., [<reflink idref="bib2" id="ref12">2</reflink>]).</p> <p>Controversies over 'official knowledge' that usually center around what is included and excluded in textbooks really signify more profound political, economic, and cultural relations and histories. Conflicts over texts are often proxies for wider questions of power relations. They involve what people hold most dear. Indeed, this is increasingly visible in the growing influence of conservative and authoritarian populist movements in many nations (Apple, [<reflink idref="bib3" id="ref13">3</reflink>]), as well as the counter-hegemonic efforts by multiple oppressed groups to create and defend a curriculum that is responsive to their own histories, cultures, and knowledge forms (Apple, [<reflink idref="bib4" id="ref14">4</reflink>]).</p> <p>Yet none of this is actually new. Current issues surrounding texts—their ideology, their very status as central definers of what we should teach, their claims of legitimacy, even their effectiveness and their design—echo the past moments of these concerns that have had such a long history in so many countries (see, e.g., Au et al., [<reflink idref="bib8" id="ref15">8</reflink>]). This is one of the reasons that those of us committed to more participatory and democratic cultures inside and outside of schools must give serious attention to ongoing changes in official knowledge in those nations that have justifiably sought to overthrow their colonial, racializing, patriarchal, or elitist heritage. Here, the politics of the text takes on special importance, since the conflicts and struggles over textbooks often represent an overt attempt to help create a new and more responsive cultural reality and to fight against historical amnesia.</p> <p>Yet at the same time, we should recognize that dominant groups are never passive. They can and will attempt to rebuild hegemonic control by selectively incorporating 'safe' parts of the knowledge and perspectives of less powerful and marginalized people under the umbrella of dominant understandings. These dynamics will continue—and so must our critical research into the politics of official knowledge.</p> <hd id="AN0180591330-4">Conducting critical textbook research from a majority background</hd> <p>Fei Yan</p> <p>Education University of Hong Kong</p> <p>Many textbook researchers from majority/dominant backgrounds do not normally possess rich indigenous knowledge of the minority/dominated, nor do they usually encounter related experiences such as discrimination, exclusion, or unequal treatment. As a result, they often face a particular challenge to fully grasp the subtle forms of domination perpetuated through knowledge selection.</p> <p>One typical way to cope with the challenge is by relying on existing analytical frameworks. For example, Banks ([<reflink idref="bib9" id="ref16">9</reflink>]) multicultural curriculum framework is adopted in some research to reveal the unequal treatment of ethnic minorities in Chinese textbooks (e.g., Chu, [<reflink idref="bib11" id="ref17">11</reflink>], [<reflink idref="bib12" id="ref18">12</reflink>]). Similar to findings from other societies, such research concludes that unequal power relations between the 'dominant' (the Han group) and 'dominated' (ethnic minorities) are reinforced and reproduced given the dominant group's hegemonic control of knowledge construction in textbooks.</p> <p>The findings are insightful, but they nevertheless omit the distinctive nature of minority issues in different societies and the various forms of domination enforced in heterogenous political systems. In reality, the landscape of ethnic politics and the nature of control through knowledge production differs significantly from one country to another (Yan, [<reflink idref="bib33" id="ref19">33</reflink>]). The analysis of textbooks thus needs to be contextualised to disclose how domination is perpetuated in specific circumstances.</p> <p>However, such contextualisation may be a challenge. As a Han person who grew up in Han regions and was only educated using the mainstream curriculum, I was immersed in Han-dominant ideologies and knowledge systems from childhood. Such knowledge is nevertheless fundamentally biased. For example, history textbooks published in China always trace the national history back to the mysterious figure of the Yellow Emperor who is considered Chinese people's 'common ancestor' (Yan & Vickers, [<reflink idref="bib35" id="ref20">35</reflink>]). While ethnic minorities are not particularly mentioned in this narrative, it nevertheless reflects a deep-rooted Han-exclusive vision based on Han legends and ignores the independent historical accounts of non-Han groups about their origins. In order to identify and rectify similar and covert biases in textbooks, it becomes imperative for researchers from the Han background to overhaul their fundamental understandings about Chinese history and its historical relationship with the so-called 'minorities' who were, in fact, independent in most historical periods.</p> <p>Such effort for a critical reflection can be obscured by the fact that any form of meaningful discussion of ethnic minority issues is heavily censored in China. In my case, it became particularly helpful to read some western scholarship on Chinese history (such as work by the so-called New Qing History scholars) which rejects traditional Han-centric narratives and views history from the margins (i.e., non-Han groups). Their work provides an alternative vision of China's history and raises questions about a Han-dominant definition of 'Chinese-ness'. Based on the scholarship, I started to centre my research on the tension of Chinese nation building (multi-ethnic vs Han-centric) and how the tension has been manifested in textbooks. My analysis of the textbooks thus focuses on how the representation of ethnic minorities has been used to serve the Chinese nation building project and legitimise the Chinese rule—a crucial yet largely overlooked aspect in the existing textbook studies.</p> <p>My experience illustrates an example of how a researcher from a majority background can develop a critical analysis by reflecting the dominant accounts. Such reflection helps to produce equally meaningful and critical research to reveal the nature of domination through knowledge selection.</p> <hd id="AN0180591330-5">Rethinking intercoder reliability in textbook research</hd> <p>Jason Cong Lin</p> <p>Education University of Hong Kong</p> <p>Intercoder reliability, which generally refers to the consistency of results across different coders, has been a desirable goal and a crucial measurement to ensure the quality and rigor of textbook research. This is true in many cases, especially to answer some relatively objective research questions, such as identifying patterns and counting the frequency of a keyword (Lin, [<reflink idref="bib21" id="ref21">21</reflink>]; Lin & Jackson, [<reflink idref="bib19" id="ref22">19</reflink>], [<reflink idref="bib20" id="ref23">20</reflink>], [<reflink idref="bib22" id="ref24">22</reflink>]). However, to what extent intercoder reliability is reliable needs to be reconsidered when it comes to examining highly subjective questions (e.g., identifying problematic content in textbooks) and when politics is involved.</p> <p>It is a common assumption in textbook research that text coders are willing to identify problematic content when they see it, and that coding is reliable when different coders reach agreement on whether or not content is problematic. However, from my experience, this is sometimes not the case. For example, I was involved in one project that examined Chinese school textbooks for the subjects of <emph>History</emph> and <emph>Morality and the Rule of Law</emph> and identified problematic content. To explore teachers' perspectives, three schoolteachers of the subjects in China were invited and trained as coders.</p> <p>On one occasion, the teachers were asked to judge if one sentence from a textbook was problematic (e.g., promoting a Han dominant view): 'there is no doubt that all Chinese ethnic groups should adopt the Han [the dominant ethnic group in China] culture.' Arguably, the sentence justifies cultural assimilation of ethnic minorities and maintains the dominant status of the Han group. However, none of the teachers pointed this out. Later on, through conversations, I found out that only one teacher (a Han male), who was highly patriotic, truly thought that the sentence was acceptable, because it simply states a 'fact' that Han culture is beneficial to ethnic minorities. Two other teachers (one Han male and one ethnic minority female) expressed that they actually had felt that the sentence was problematic, but they did not point it out, because they saw the task as 'useless'. They told me that they would have definitely criticised the sentence ten years ago or more, when they were teenagers. But over the years, they had been expected to teach many things they did not believe (e.g., related to the dominant status of the Han over minorities). In relation, they had experienced many emotional struggles related to facing the choice between standing for what they saw as right versus preserving and advancing their careers. In addition, they both mentioned that they had been reported on before, either by students or parents, for not teaching based on textbooks. Consequently, they gradually 'accepted' textbook content, becoming passive and apolitical, and believing they were powerless to change the status quo. In this context, they responded to me: 'We have suffered enough. Why should we criticise the sentence if we know that what we say and do does not matter in the end? Why should we not just turn a blind eye and live our lives?'</p> <p>This example is frustrating on many levels. In relation to textbook research, it shows that checks and assurances of intercoder reliability among coders can be misleading, as teachers' own judgements and their choices in engaging in research and coding activities are significantly shaped by broader political issues. The dilemma here also illustrates that although intercoder reliability is often seen as a crucial element of textbook research, it can also sometimes lead to undesirable results. When using intercoder reliability checks, we can easily continue to normalise problematic content in textbooks and overlook prejudices and stereotypes against minorities in texts.</p> <hd id="AN0180591330-6">Learning through collaboration in textbook research</hd> <p>Liz Jackson and Fei Yan</p> <p>Education University of Hong Kong</p> <p>In our experience intercoder textbook analysis is a messy, fluid process in which positionalities of researchers come into play. In our case, we collaborated on examining the representation of ethnic minorities in textbooks for use in Mainland China, with past experiences in research in the United States, China, and Hong Kong. We found that while we were able to learn from each other, our varied background knowledge significantly challenged any ideal of reliability.</p> <p>A first challenge we encountered is that some content about ethnic minorities is implicit, such that people lacking background knowledge will not identify such information as related to minorities. An example is discussions of natural landscapes. While some members of our team identified such content as representative of ethnic minority groups, others did not recognize these references, since they, and the context they reflect, deviate from counterparts in the United States or Hong Kong. For Fei, knowledge about the landscapes constituted an important part of the representation of minorities, intended by text editors. But such information is implicit, known due to expertise. While Liz was not aware about it, it is also possible that students might not understand the content as intended.</p> <p>A second challenge related to connotations: whether minorities were portrayed positively, negatively, neutrally, or in a complex or mixed way. Attitude measures are often used in content analysis to develop an assessment of bias (Krippendorff, [<reflink idref="bib17" id="ref25">17</reflink>]). However, it was difficult to reach agreement on these issues. Consider the following text:</p> <p>The villages of ethnic Hani in China are usually built halfway up a mountain, with the slopes above them covered in water-conserving forests, and the slopes below them densely covered with terraced fields. (PEP, p. 29)</p> <p>A photo shows the village with mountains and terraced fields. Fei coded this as 'positive', as he believed the village is an example of harmonious human-nature coexistence. However, Liz coded this as 'neutral,' believing it simply depicts reality. The link of minorities to natural scenes is also regarded as 'negative' by others, who observe binary depictions of ethnic minorities as 'traditional' and 'primitive' and Han as 'modern' and 'urban' (Chu, [<reflink idref="bib11" id="ref26">11</reflink>], [<reflink idref="bib12" id="ref27">12</reflink>]).</p> <p>Our interpretations also related to our understandings of politics. One lesson included a girl wearing a Tibetan-style dress, saying (as translated): 'In my hometown in Tibet, many schools adopt Chinese and Tibetan bilingual teaching' (PEP, p. 40). Liz coded this as neutral. However, Fei coded this as mixed, due to the status of bilingual education in China. While the official rhetoric is that bilingual education guarantees minorities' rights to use their language in schools, scholars argue the policy is assimilative (He, [<reflink idref="bib14" id="ref28">14</reflink>]; Yan & Whitty, [<reflink idref="bib37" id="ref29">37</reflink>]). Thus, people with different knowledge interpret this content in divergent ways.</p> <p>Since our coding was influenced by our experiences, as we compared and discussed, we influenced each other. Our attempts to establish some sense of validity were, in another way, efforts to explain to each other how our interpretations were reasonable. Thus, our practices were educational, but problematic in relation to reliability, as our backgrounds became parts of our research. Indeed, long debates transpired, in which we found our views correlated with personal idiosyncrasies and differences in backgrounds, experiences, and training. Our experiences reveal that textbooks are open to widely diverse interpretations. What is true for the researcher is also true for the teacher and the student: We ignore their potential readings as we ignore some of our own.</p> <hd id="AN0180591330-7">Considering the teacher's role in knowledge transmission</hd> <p>Chenxi Jiang</p> <p>Education University of Hong Kong</p> <p>When I joined a textbook research project as a undergraduate research assistant, I was asked to scrutinize the representation of ethnic minorities in Chinese textbooks and identify the controversies related to such representation. Although it was my first time systematically reviewing textbook knowledge in a critical way, I felt relatively at ease completing the task. It didn't take me very long to identify stereotypes about ethnic minorities that I learned during my school years. When I reflect upon this, I realize that I have always adopted a rather suspicious stance toward textbook knowledge. I attribute this to my previous educational experience.</p> <p>When I was in senior secondary school, I had a history teacher who always favored teaching students something beyond the textbooks. This was mainly because I was in an elite school, and the teachers there were expected to focus more on cultivating students' skills, such as critical thinking, rather than merely rote learning. For example, Chinese history textbooks are well-known for stimulating nationalist and xenophobic sentiments among students (Vickers, [<reflink idref="bib30" id="ref30">30</reflink>]). When the textbooks discuss the Sino-Japan War (1931–1945), the description concentrates on the atrocities of the Japanese army (e.g., the Nanjing Massacre) and the heroism of Chinese people against Japan (Rose, [<reflink idref="bib27" id="ref31">27</reflink>]). It is not unusual that after learning the lesson, students would develop blind hatred towards Japan. However, when we had a lesson on China-Japan relations, my teacher showed us a documentary on the disputes of Diaoyu/Senkaku Islands between Mainland China, Japan, and Taiwan. It examines the existing historical records over the status of the Islands to reveal the controversial nature of the issue. The multi-perspective narrative in the documentary clearly departs from the textbook narrative, which firmly claims China's sovereignty over the Islands. This was one of the many occasions that the teacher taught that textbook knowledge does not always represent the truth. As a result, I began to become reflective of the one-sided ideology embedded in textbooks, even though I still regarded textbook knowledge as the standard answer for examination.</p> <p>This experience reminds me of the role of teachers in delivering textbook knowledge. In my case, the teacher's own beliefs and interpretations have also shaped my educational experience, which eventually resulted in my critical stance towards textbook knowledge. Thus, largely due to my teachers, I was able to learn alternative views even though I studied in a rigid system where rote learning and political indoctrination were overwhelmingly dominant.</p> <p>However, I know my experience was not representative, and it was mainly because I studied in an elite school that I had the chance to study with teachers who were enthusiastic about teaching students to think independently. Furthermore, not all my classmates had the chance to join research project like this textbook project in their later life and continually reflect on their educational experience. How a student receives textbook knowledge thus still largely depends on their own life experience, especially educational experience. As a student teacher who will become a teacher myself soon, I hope to continue this tradition of critical thinking and become reflective in my teaching in the future.</p> <hd id="AN0180591330-8">Personal experience and the student's reception of textbook knowledge</hd> <p>Tongzhou Li</p> <p>Education University of Hong Kong</p> <p>A student's interpretation of a textbook is mainly based on their unique perspectives and background as a member of society (Apple & Christian-Smith, [<reflink idref="bib7" id="ref32">7</reflink>]). However, while it is possible for everyone to further develop their own interpretation beyond official knowledge, there are still some challenges. In this essay, I will introduce my experience with school textbooks, which illustrates the complexity of textbook reception and the barriers that obstruct people from developing alternative knowledge.</p> <p>When I was a senior secondary school student in China, the purpose of reading the textbook seemed rather simple and straightforward—to prepare for university entrance examination, a promised pathway for students and their family's prosperous future in the Chinese 'meritocratic' educational context. For me then, the textbook knowledge was neither to be challenged nor internalized. Instead, it was just a rule that I must follow to achieve a better outcome in my examinations. As a result, during my school days, most of my classmates and I only read the textbook to memorize standardized answers, while other 'useless' content in the textbooks, that was beyond the examination syllabus, was ignored not only by us but also by teachers.</p> <p>However, beyond class time, I still had some opportunities to conceive the world in a more complex way than what was constructed in the textbooks. For example, my school hosted 'in-land classes' for ethnic minority students from China's far northwest frontier (mostly ethnic Uyghurs). Because they were put in separate classes and accommodations from local students, I didn't know them very well, even though we were on the same campus. My limited impression of them was either from the textbooks, which tended to represent them as exotic—dancing or singing all the time in colourful ethnic costumes (Lin & Jackson, [<reflink idref="bib23" id="ref33">23</reflink>]), or from mass media transmitted by my parents or schoolmates, which tended to portray them as dreadful strangers or even 'terrorists'. Yet out of curiosity, I visited the school canteen specially designated for them (serving halal food), hoping to develop friendships with some Uyghur students. Of course, they were not dancing or singing; nor did they look horrible. They were normal students, just like me. Since then, I've developed a new impression of ethnic minorities, which is distinctive from the textbook knowledge and mass media.</p> <p>Despite my 'adventure' in developing alternative views of the world, I was nevertheless constrained in a system where succeeding in exam papers is the guiding principle. My curiosity was considered as a mere 'distraction' if my examination results were not positive. I was thus continuously discouraged from learning any 'useless' knowledge, and consequently, my motivation to further explore beyond examination gradually faded away.</p> <p>The standardized examination answers remained dominant in my school years, and my knowledge about ethnic minorities also remained more or less the same until I joined the textbook project as an undergraduate student research assistant. In this process, I have learned the constructive nature of textbook knowledge, which enables me to develop a more critical view towards textbooks. I have thus been able to revisit and reevaluate my school experience with textbooks and ethnic minority students. However, for many students who don't have the opportunity to join such a project, their understanding of the world is still largely shaped by the textbook knowledge they received back in school. How their personal experience can be utilized to develop a more critical and reflective understanding of textbook knowledge needs further study.</p> <hd id="AN0180591330-9">Beyond hegemony: Textbooks and textbook research in authoritarian contexts</hd> <p>Edward Vickers</p> <p>Kyushu University</p> <p>It is highly apposite that a multi-authored, intergenerational reflection on textbook research features Michael Apple, whose critical scholarship has inspired scores of scholars to investigate the politics of curriculum in societies around the world. As Apple's remarks here reflect, central to his conceptual apparatus are ideas of colonialism and hegemony. The latter concept, derived from Gramsci, has been crucial to his analysis of how power operates through and upon school curricula and textbooks to generate 'official knowledge'. Following Apple and others, in recent years the Gramscian torch has been taken up by Asian scholars, including many from China, in their own analyses of curricular politics.</p> <p>But how useful is a Gramscian notion of hegemony in helping us to understand the relationship between power and knowledge construction in an increasingly totalitarian society such as contemporary China? And what of the related concept of colonialism, as a tool for explaining patterns of power that transcend national borders? What are the sources of power in China—the society with which most contributors here are concerned—and do ideas such as 'hegemony' or 'colonialism' help or hinder our understanding of curricular politics in such a context? Juxtaposing Apple's remarks with those of the Chinese contributors above suggests some interesting answers to such questions.</p> <p>Firstly, Gramsci's observations on hegemony assumed some sort of functioning civil society. This was the public space where bourgeois or state power was resisted by or mediated through associations such as trade unions, churches, and universities. Hegemony was reproduced through the shaping of ideas and beliefs, in a complex and subtle process of negotiation amongst these various, largely autonomous actors.</p> <p>But autonomous civil society in China is non-existent. Power in a totalitarian society is not negotiated or mediated as it is in other contexts. Politics is rather less subtle in the land of the midnight knock. Talking or writing about the operations of 'hegemony' in a society such as China can actually disguise or obscure the brutal directness with which state power over curricula and textbooks is exercised. The 2017 abolition of limited textbook diversity (for subjects such as History and Chinese) and nationwide imposition of a single series of texts produced in Beijing (simultaneously abolishing any 'market' for textbooks) (Yan & Vickers, [<reflink idref="bib36" id="ref34">36</reflink>]); the 2020 imposition of Hong Kong's 'National Security Law', and the draconian educational controls this entailed (Vickers & Morris, [<reflink idref="bib32" id="ref35">32</reflink>]); and abolition the same year of curricular and linguistic autonomy in Inner Mongolia (Leibold, [<reflink idref="bib18" id="ref36">18</reflink>])—none of these moves is adequately captured by the term 'hegemony'. No meaningful resistance or negotiation on the part of non-state actors was possible.</p> <p>In the absence of any substantial, associational civil society, small acts of localised or individual resistance may nonetheless take place; and in a context of latent discontent and alienation, these can quickly spread and coalesce. That is what happened in the Soviet Union in the late 1980s, after Mikhail Gorbachev relaxed the apparatus of oppression and allowed a civil society to emerge. It is precisely this Soviet precedent that spurs hardliners within the Chinese Communist Party (CCP) to reinforce control not only over conventional sources of information—including textbooks—but also over new social media, as they seek to stamp out discourses that challenge the 'story of China' as they wish it to be told.</p> <p>Given a lack of alternative sources of information, the capacity and willingness of students or teachers to resist or question the authorised narrative is likely to be limited, especially where that narrative meets with no contradiction in personal experience or folk memory. This is borne out by the comments above from Yan Fei and other Chinese contributors, and by my own experience of teaching in Chinese societies. Students and teachers, especially those who perceive themselves as belonging to the national 'majority' (the 'Han', in the case of China), are often highly credulous in their reception of textbook narratives. As Yan's account indicates, some special experience or shock (in his case, the encounter during his overseas studies with 'New Qing History' scholarship) may be required to jolt such individuals out of their credulity. The CCP thus takes great care to ensure that such experiences are unavailable to the majority of China's citizens. In other words, textbooks and the dominant narratives of identity that they channel are often far more powerful in shaping popular consciousness than those educated in the West may be inclined to assume.</p> <p>This is true also of societies less authoritarian than China, but where civil society is nonetheless weak, if not entirely lacking. Jason Lin observes above that teachers in authoritarian contexts can be cowed into refraining from challenging the prescribed textbook narrative, even when they might be inclined to do so. This is true not only of societies subject to overt political repression, but also of places where the pressure to conform is more subtle but nonetheless intense. One such society is Japan, where civil society and media diversity are far more anaemic than is often appreciated, and where state control over schooling and curriculum has been significantly tightened in recent years.</p> <p>But while the official narrative embodied in school texts may exercise a powerful hold over popular consciousness, it is important to distinguish—as Jiang Chenxi does here—between the 'elite' experience of education, and that of the masses. As Bertrand Russell nicely put it, a 'license to think' is often issued to elites, to some extent exempting them from the mind-numbing emphasis on loyalty and conformity mandated for everyone else (Russell, 1926). But this license is typically reserved only for the most privileged in society, who are thus most invested in the status quo and least likely actively or radically to challenge it. Meanwhile, the gap between elite and mass experiences of education can be misleading or confusing for overseas researchers, who tend to interact mostly with elites in the societies they study, leading them to overestimate the scope for resistance to dominant narratives.</p> <p>The limits on the scope for open debate within China over the politics of school textbooks was underlined for me when I attended a conference in late 2019 at one of China's top universities. The conference, which was well attended by both foreign and Chinese researchers, had been convened to discuss the portrayal of China in history textbooks around the world. It began with an address from a senior and eminent Chinese researcher who admonished his junior colleagues to learn to 'see ourselves as others see us', reminding them of the growing tension and hostility in China's relations with its neighbours. However, his admonitions were ignored, as one after another the Chinese presenters lamented the 'incorrectness' of China's portrayal in foreign textbooks and called for intensified efforts to 'correct' mistaken foreign narratives. Nor was this idle talk: shortly after the conference, a presenter from Europe informed me that her university had received a visit from a Chinese delegation offering assistance in 'revising' that country's history textbooks.</p> <p>That anecdote suggests that it is on the global stage that the concept of 'hegemony' comes back into play in explaining China's role in the politics of curriculum and textbook development. The subtleties of resistance and negotiation between state and non-state actors, or the operation of market forces, have little to do with textbook politics <emph>within</emph> China. But as the CCP regime seeks to extend its influence overseas, its 'United Front' activities involve it in exploiting market forces (wielding its considerable economic clout), identifying allies and sympathisers, and infiltrating civil society and media organisations in order to shape 'external discourse' and 'tell China's story well' (讲好中国故事) (China Media Project, [<reflink idref="bib10" id="ref37">10</reflink>]). Moreover, the increasing energy and determination with which the CCP seeks to shape narratives of China overseas as well as domestically suggests that, to the extent that 'colonialism' is relevant to analysing relationships between power and 'official knowledge', it needs to be conceptualised in a far broader sense than hitherto, encompassing forms of colonialism 'beyond the Western horizon'.[<reflink idref="bib1" id="ref38">1</reflink>]</p> <hd id="AN0180591330-10">Acknowledgements</hd> <p>This work was supported by the Hong Kong University Grants Committee General Research Fund [#17600120].</p> <ref id="AN0180591330-11"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Apple, M. W. (1992). The text and cultural politics. Educational Researcher, 21 (7), 4 – 19. https://doi.org/10.3102/0013189X021007004</bibtext> </blist> <blist> <bibl id="bib2" idref="ref12" type="bt">2</bibl> <bibtext> Apple, M. W., et al. (2003). The state and the politics of knowledge. Routledge.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref13" type="bt">3</bibl> <bibtext> Apple, M. W. (2006). Educating the "right" way: Markets, standards, god, and inequality (2nd ed.). Routledge.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Apple, M. W. (2013). Can education change society?. Routledge.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref11" type="bt">5</bibl> <bibtext> Apple, M. W. (2014). Official knowledge: Democratic education in a conservative age (3rd ed.). Routledge.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref10" type="bt">6</bibl> <bibtext> Apple, M. W. (2019). Ideology and curriculum. (4th ed.). Routledge.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref32" type="bt">7</bibl> <bibtext> Apple, M. W. & Christian-Smith, L. K. (Eds.). (1991). The politics of textbook. Routledge.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref15" type="bt">8</bibl> <bibtext> Au, W., Brown, A., & Calderon, D. (2016). Reclaiming the multicultural roots of U.S. curriculum: communities of color and official knowledge in education. Teachers College Press.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref16" type="bt">9</bibl> <bibtext> Banks, J. A. (2012). Approaches to multicultural curriculum reform. In J. A. Banks, & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (8th ed.). Wiley.</bibtext> </blist> <blist> <bibtext> China Media Project. (2021). Telling China's story well. China Media Project, 2021 April 16. <ulink href="http://www.chinamediaproject.org">www.chinamediaproject.org</ulink> (accessed June 13, 2023).</bibtext> </blist> <blist> <bibtext> Chu, Y. T. (2015). The power of knowledge: A critical analysis of the depiction of ethnic minorities in China's elementary textbooks. Race Ethnicity and Education, 18 (4), 469 – 487. https://doi.org/10.1080/13613324.2015.1013460</bibtext> </blist> <blist> <bibtext> Chu, Y. T. (2018). Visualizing minority: Images of ethnic minority groups in Chinese elementary social studies textbooks. The Journal of Social Studies Research, 42 (2), 135 – 147. https://doi.org/10.1016/j.jssr.2017.05.005</bibtext> </blist> <blist> <bibtext> Hall, S. (1973). Encoding and decoding in the television discourse (republished in 2007). Essential Essays, 1 (2020), 257 – 276.</bibtext> </blist> <blist> <bibtext> He, B. (2014). The power of Chinese linguistic imperialism and its challenge to multicultural education. In J. Leibold, & C. Yangbin (Eds.), Minority education in China: Balancing unity and diversity in an era of critical pluralism (pp. 45 – 64). Hong Kong University Press.</bibtext> </blist> <blist> <bibtext> Johnsen, E. B. (1993). Textbooks in the kaleidoscope: A critical survey of literature and research on educational texts. Oxford University Press.</bibtext> </blist> <blist> <bibtext> Kolbeck, G Röhl. (2018). Textbook practices: Reading texts, touching books. In E. Fuchs, & A, Bock (Eds.), The Palgrave handbook of textbook studies. Palgrave Macmillan.</bibtext> </blist> <blist> <bibtext> Krippendorff, K. (2013). Content analysis: An introduction to its methodology. (3rd ed.). Sage Publications.</bibtext> </blist> <blist> <bibtext> Leibold, J. (2021). The not-so model minority: Xi Jinping's Mongolian Crackdown. China Leadership Monitor. December 1. https://<ulink href="http://www.prcleader.org/leibold-1">www.prcleader.org/leibold-1</ulink> (accessed June 13, 2023).</bibtext> </blist> <blist> <bibtext> Lin, C., & Jackson, L. (2019). Multiculturalism in Chinese history in Hong Kong: Constructing Chinese identity. Asia Pacific Journal of Education, 39 (2), 209 – 221. https://doi.org/10.1080/02188791.2019.1621796</bibtext> </blist> <blist> <bibtext> Lin, C., & Jackson, L. (2020). Decolonization, nationalism, and local identity: Rethinking cosmopolitanism in educational practice in Hong Kong. Asia Pacific Journal of Education, 40 (1), 87 – 97. https://doi.org/10.1080/02188791.2020.1725431</bibtext> </blist> <blist> <bibtext> Lin, J. C. (2022). Multiculturalism, Chinese identity, and education: Who are we?. Routledge.</bibtext> </blist> <blist> <bibtext> Lin, J. C., & Jackson, L. (2022a). Patriotism in moral education: Toward a rational approach in China. Journal of Moral Education, 1 – 19. https://doi.org/10.1080/03057240.03052022.02136148.</bibtext> </blist> <blist> <bibtext> Lin, J. C., & Jackson, L. (2022). Just singing and dancing: Official representations of ethnic minority cultures in China. International Journal of Multicultural Education, 24 (3), 94 – 117. https://doi.org/10.18251/ijme.v24i3.3007</bibtext> </blist> <blist> <bibtext> Morgan, K. (2010). Reflexive grappling with theory and methods of text analysis: Race and racism represented in history textbooks. South African Historical Journal, 62 (4), 753 – 770. https://doi.org/10.1080/02582473.2010.519942</bibtext> </blist> <blist> <bibtext> People's Education Press. (2017). Morality and law (daode yu fazhi): Grade 6. PEP.</bibtext> </blist> <blist> <bibtext> Pingel, F. (2010). UNESCO guidebook on textbook research and textbook revision. UNESCO.</bibtext> </blist> <blist> <bibtext> Rose, C., et.al. (2013). Changing views of the Anti-Japanese War in Chinese high school history textbooks. In P. Morris (Ed.), Imagining Japan in post-war East Asia: Identity politics, schooling and popular culture. Routledge.</bibtext> </blist> <blist> <bibtext> Russell, B. (1926 /2010). On education. Routledge.</bibtext> </blist> <blist> <bibtext> Silova, I., Rappleye, J., & Auld, E. (2020). Beyond the western horizon: Rethinking education, values, and policy transfer. In Fan, G., & Popkewitz, T.S. (Eds.), Handbook of Education Policy Studies. Springer. https://doi.org/10.1007/978-981-13-8347-2_1</bibtext> </blist> <blist> <bibtext> Vickers, E. (2005). Introduction history, nationalism, and the politics of memory. In E. Vickers, & A. Jones (Eds.), History and national identity in East Asia (pp. 65 – 100). Routledge.</bibtext> </blist> <blist> <bibtext> Vickers, E. (2018). Book review: The strong state and curriculum reform. In L. Lim, & M. W. Apple (Eds.), With response from the book's contributors (16 : 2, pp. 336 – 344). London Review of Education. https://doi.org/10.18546/LRE.16.2.12</bibtext> </blist> <blist> <bibtext> Vickers, E., & Morris, P. (2022). Accelerating Hong Kong's reeducation: "mainlandisation", securitisation and the 2020 National Security Law. Comparative Education, 58 (2), 187 – 205. https://doi.org/10.1080/03050068.2022.2046878</bibtext> </blist> <blist> <bibtext> Yan, F. (2020). Education for inclusion or exclusion: Representation of ethnic minorities in Chinese mainstream history textbooks. In Brown, A., & Wisby, E. (Eds.), Knowledge, policy and practice in education and the struggle for social justice: Essays inspired by the work of Geoff Whitty (pp. 39 – 63). UCL Press. https://doi.org/10.14324/111.9781782772774</bibtext> </blist> <blist> <bibtext> Yan, F., & Jackson, L. (2023). Nation-building, citizenship education, and ethnic minorities in Chinese textbooks. Citizenship Teaching and Learning.</bibtext> </blist> <blist> <bibtext> Yan, F., & Vickers, E. (2019). Portraying 'minorities' in Chinese history textbooks of the 1990s and 2000s: The advance and retreat of ethnocultural inclusivity'. Asia Pacific Journal of Education, 39 (2), 190 – 208. https://doi.org/10.1080/02188791.2019.1621800</bibtext> </blist> <blist> <bibtext> Yan, F., & Vickers, E. (2023). Balancing unity and diversity? Shifting state policies and the curricular portrayal of China's minority nationalities. Comparative Education, 1 – 20. https://doi.org/10.1080/03050068.2023.2213139</bibtext> </blist> <blist> <bibtext> Yan, F., & Whitty, G. (2017). Politics and policy changes in minority education in China: The case of Xinjiang. In R. Race (Ed.), Advancing multicultural dialogues in education. Palgrave Macmillan.</bibtext> </blist> </ref> <ref id="AN0180591330-12"> <title> Footnotes </title> <blist> <bibtext> A phrase that features in 'decolonial' scholarship by western researchers (Silova et al., [29]), but which I use here in a very different sense.</bibtext> </blist> </ref> <aug> <p>By Liz Jackson; Michael W. Apple; Fei Yan; Jason Cong Lin; Chenxi Jiang; Tongzhou Li and Edward Vickers</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib15" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib26" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib31" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib11" firstref="ref17"></nolink> <nolink nlid="nl7" bibid="bib12" firstref="ref18"></nolink> <nolink nlid="nl8" bibid="bib33" firstref="ref19"></nolink> <nolink nlid="nl9" bibid="bib35" firstref="ref20"></nolink> <nolink nlid="nl10" bibid="bib21" firstref="ref21"></nolink> <nolink nlid="nl11" bibid="bib19" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib20" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib22" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib17" firstref="ref25"></nolink> <nolink nlid="nl15" bibid="bib14" firstref="ref28"></nolink> <nolink nlid="nl16" bibid="bib37" firstref="ref29"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref30"></nolink> <nolink nlid="nl18" bibid="bib27" firstref="ref31"></nolink> <nolink nlid="nl19" bibid="bib23" firstref="ref33"></nolink> <nolink nlid="nl20" bibid="bib36" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib32" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib18" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib10" firstref="ref37"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1447209
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Politics of Reading Textbooks: Intergenerational and International Reflections on China
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Liz+Jackson%22">Liz Jackson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5626-596X">0000-0002-5626-596X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+W%2E+Apple%22">Michael W. Apple</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8459-8238">0000-0001-8459-8238</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fei+Yan%22">Fei Yan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8375-0816">0000-0001-8375-0816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+Cong+Lin%22">Jason Cong Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6971-0375">0000-0001-6971-0375</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chenxi+Jiang%22">Chenxi Jiang</searchLink><br /><searchLink fieldCode="AR" term="%22Tongzhou+Li%22">Tongzhou Li</searchLink><br /><searchLink fieldCode="AR" term="%22Edward+Vickers%22">Edward Vickers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5061-6204">0000-0002-5061-6204</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Philosophy+and+Theory%22"><i>Educational Philosophy and Theory</i></searchLink>. 2024 56(12):1156-1166.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Interrater+Reliability%22">Interrater Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Authoritarianism%22">Authoritarianism</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00131857.2023.2239446
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0013-1857<br />1469-5812
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this collective essay the authors consider the nature and consequences of reading and researching across difference in an international and intergenerational team, whose core members are focused on understanding how curriculum operates and the nature of textbook representation of diversity in Mainland China, Hong Kong, Taiwan, and Macau. Examining textbook reading across and about difference as senior and junior curriculum theorists, emerging educational researchers, and recent secondary school graduates with varied international and cross-border experiences, the authors consider how their unique positions and experiences--as well as the political and social context of schooling, and the abstraction, simplification, and reduction of reality which textbook production entails--influences understandings of the value of curriculum theory and textbook research. The insights of this essay shed light on such topics as how textbooks are seen across difference, read in academic and school settings, experienced based on identity and subjectivity, and taken up in understanding broader nation-state politics. In sum, the authors critically ask here what textbooks and textbook research are 'for' from an international view, given the dynamic ways that reading and collaborative scholarship work.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1447209
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1447209
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00131857.2023.2239446
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 1156
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Politics of Education
        Type: general
      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Interrater Reliability
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Authoritarianism
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: The Politics of Reading Textbooks: Intergenerational and International Reflections on China
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Liz Jackson
      – PersonEntity:
          Name:
            NameFull: Michael W. Apple
      – PersonEntity:
          Name:
            NameFull: Fei Yan
      – PersonEntity:
          Name:
            NameFull: Jason Cong Lin
      – PersonEntity:
          Name:
            NameFull: Chenxi Jiang
      – PersonEntity:
          Name:
            NameFull: Tongzhou Li
      – PersonEntity:
          Name:
            NameFull: Edward Vickers
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0013-1857
            – Type: issn-electronic
              Value: 1469-5812
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 12
          Titles:
            – TitleFull: Educational Philosophy and Theory
              Type: main
ResultId 1