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They're supposed to be sovereign nat...

Jetty, Ronald Alfred.

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They're supposed to be sovereign nations(?): Hegemonic constructions of contemporary American Indian issues in current United States history textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	They're supposed to be sovereign nations(?): Hegemonic constructions of contemporary American Indian issues in current United States history textbooks./
作者:	Jetty, Ronald Alfred.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1439.
Contained By:	Dissertation Abstracts International60-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9910460
ISBN:	0599319941

They're supposed to be sovereign nations(?): Hegemonic constructions of contemporary American Indian issues in current United States history textbooks.
Jetty, Ronald Alfred.

They're supposed to be sovereign nations(?): Hegemonic constructions of contemporary American Indian issues in current United States history textbooks. - 200 p.

Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1439.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.

In this dissertation, I analyze eleven current United States history textbooks produced by major publishers for middle school and high school students. My analysis focuses on the textbook portrayals of the American Indian-related content. More specifically, I make a case that the two most important issues confronting American Indian nations today are those that involve sovereignty and treaty rights; my analysis focuses on how these prominent textbooks include or omit these issues. I develop an Indigenist, neo-Gramscian epistemology. From this, I construct a theory of hegemony and a text analysis methodology in order to analyze the texts. I also connect my analysis to societal and cultural power issues, drawing from American Indian studies and critical educational theory, and frame the study of American Indian-related textbook content within a discussion of the status of American Indians in society.

ISBN: 0599319941Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

They're supposed to be sovereign nations(?): Hegemonic constructions of contemporary American Indian issues in current United States history textbooks.
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245 1 0 $a They're supposed to be sovereign nations(?): Hegemonic constructions of contemporary American Indian issues in current United States history textbooks.
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500 $a Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1439.
500 $a Supervisor: Carl A. Grant.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.
520 $a In this dissertation, I analyze eleven current United States history textbooks produced by major publishers for middle school and high school students. My analysis focuses on the textbook portrayals of the American Indian-related content. More specifically, I make a case that the two most important issues confronting American Indian nations today are those that involve sovereignty and treaty rights; my analysis focuses on how these prominent textbooks include or omit these issues. I develop an Indigenist, neo-Gramscian epistemology. From this, I construct a theory of hegemony and a text analysis methodology in order to analyze the texts. I also connect my analysis to societal and cultural power issues, drawing from American Indian studies and critical educational theory, and frame the study of American Indian-related textbook content within a discussion of the status of American Indians in society.
520 $a My analysis reveals that these textbooks operate hegemonically to marginalize and/or make invisible American Indian sovereignty and treaty rights issues by seriously under-representing the number of treaties Indian nations and the U.S. agreed upon. I found that two dominant historical narratives, American Exceptionalism and Western Progress, continue to influence current textbooks in several ways. The American Indian-related content, within the story of America, decreases steadily as the textbook narratives move toward the present. Not only does this reinforce the notions of American Indians as relics of the past, but it also obscures American Indian nations' claims for sovereignty and treaty rights in the present.
520 $a I conclude by noting that textbooks cannot change society's view of American Indians on their own; excellent multicultural textbooks, in and of themselves, will not eliminate the United States hegemony over American Indians. I argue, however, that the best textbooks can provide content that allows students, at the very least, to regard the fact that American Indian sovereignty and treaty rights exist as salient issues deserving of their attention.
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