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Harrison-Wong, Carol Anne.

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Educational significance of how United States history textbooks treat Hiroshima (Japan).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational significance of how United States history textbooks treat Hiroshima (Japan)./
Author:	Harrison-Wong, Carol Anne.
Description:	227 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1592.
Contained By:	Dissertation Abstracts International64-05A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091254

Educational significance of how United States history textbooks treat Hiroshima (Japan).
Harrison-Wong, Carol Anne.

Educational significance of how United States history textbooks treat Hiroshima (Japan). - 227 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1592.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

U.S. history textbooks play an important role in defining collective memory. In telling the story of the nation's past, they are inevitably selective, making accessible certain ideas about human possibilities while foreclosing others. They shape how students not only understand the past, but also influence how they envision the future. Not surprisingly, history textbooks, as the dominant instructional material in most social studies classrooms, are often at the center of battles over national values and priorities, and whose vision will be passed on to the next generation.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Educational significance of how United States history textbooks treat Hiroshima (Japan).
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100 1 $a Harrison-Wong, Carol Anne. $3 1951652
245 1 0 $a Educational significance of how United States history textbooks treat Hiroshima (Japan).
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1592.
500 $a Sponsor: Stephen J. Thornton.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2003.
520 $a U.S. history textbooks play an important role in defining collective memory. In telling the story of the nation's past, they are inevitably selective, making accessible certain ideas about human possibilities while foreclosing others. They shape how students not only understand the past, but also influence how they envision the future. Not surprisingly, history textbooks, as the dominant instructional material in most social studies classrooms, are often at the center of battles over national values and priorities, and whose vision will be passed on to the next generation.
520 $a In 1994, as the fiftieth anniversary of the end of World War II approached, controversy erupted over the Smithsonian's proposed Enola Gay exhibition. The struggle exposed divergent views on America's use of atomic weapons, and regarding the cultural uses of history.
520 $a U.S. textbooks' treatment of Hiroshima went unchallenged; yet textbook publishers, like the curators at the Smithsonian, had to choose which version to present: the traditional history of the Hiroshima bombing; a revised version; or one that incorporated multiple perspectives. The purpose of this study is to find out whose history determined textbook treatments, and whose interests were served as a result.
520 $a First, an overview of Hiroshima narratives is prepared, outlining key elements of the traditional history, as well as alternative explanations advanced by historians and other social commentators. Second, high school U.S. history textbooks are compared to these divergent narratives to determine whose history and values have been legitimated.
520 $a The results indicate that textbooks affirm the views of key decision-makers in the Truman administration; they insulate from critical appraisal the claim that the bombs' use obviated an invasion costing, by various estimates, upwards of a million lives. Viewpoints challenging the morality or necessity of the bombing are either omitted or marginalized.
520 $a Final recommendations propose ways to implement a "reflective approach" to Hiroshima. Alternative instructional strategies are suggested that facilitate open inquiry, and that develop students' capacity to make informed and principled judgments regarding both the significance of Hiroshima and a current foreign policy calling for military expansion and weapons development.
590 $a School code: 0055.
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Agriculture, Agronomy. $3 1018679
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710 2 0 $a Columbia University Teachers College. $3 1250841
773 0 $t Dissertation Abstracts International $g 64-05A.
790 1 0 $a Thornton, Stephen J., $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091254