Titlebook: Comparative Perspectives on School Textbooks; Analyzing Shifting D Dobrochna Hildebrandt-Wypych,Alexander W. Wiseman Book 2021 The Editor(s

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chapel

Introduction: Contrasting Perspectives on School Textbook Development and Discourse Worldwide,tical framework (apart from critical and conflict-oriented theories) is introduced (e.g., normative isomorphism). We found it essential to focus on such a comprehensive set of topics because they provide important clues to the overall patterning of social and educational life by textbook narratives

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“Swedish” Values and Norms in Language Courses and Social Orientation for Adult Migrants in Sweden: ed from language teaching, has become increasingly homogenized in order to provide a national standard. Uniformity is expected in terms of both organization and content. The statute contains a number of defined standardized themes at the overall level. In this chapter, a critical, discourse-analytic

Limousine

Yag-Capsulotomy

Kinetic

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Contrasting Images of Islam and Arab Societies in Western Secondary Textbookspands upon previous research by considering different types of images in Western textbooks and by describing the ways in which these images either reproduce or are impacted by political, cultural, social, and religious perspectives.

CERE

adduction

Religiously Framed Nation-Talk in Polish History Textbooks: John Paul II. and St. Jadwiga as Nationa reading and image analysis of both national heroes in selected history textbooks, used in discourses of truth, the aim is to search for the dominant regime of truth in relation to national heroism and the idea of citizenship presented in school historiography. National heroism narratives in textboo