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Knowledge for progress: Introducing ...

Salgado, Jose Armando.

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Knowledge for progress: Introducing new knowledge through elementary school textbooks in Honduras. An analysis of Social Studies textbooks created by the United States government in Honduras under the Central America Textbook Project between 1962--1979.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge for progress: Introducing new knowledge through elementary school textbooks in Honduras. An analysis of Social Studies textbooks created by the United States government in Honduras under the Central America Textbook Project between 1962--1979./
作者:	Salgado, Jose Armando.
面頁冊數:	275 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2836.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100160

Knowledge for progress: Introducing new knowledge through elementary school textbooks in Honduras. An analysis of Social Studies textbooks created by the United States government in Honduras under the Central America Textbook Project between 1962--1979.
Salgado, Jose Armando.

Knowledge for progress: Introducing new knowledge through elementary school textbooks in Honduras. An analysis of Social Studies textbooks created by the United States government in Honduras under the Central America Textbook Project between 1962--1979. - 275 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2836.

Thesis (Ed.D.)--Harvard University, 2003.

This dissertation analyzes the content of elementary Social Studies textbooks created by the U.S. government for Honduras, under the Central American Textbook Project, implemented 1962 and 1979. Specifically, it looks at how these six textbooks integrated U.S. foreign policy goals, the goals of the Regional Textbook Center, and how the content was influenced by modernization theory. It also analyses the textbooks produced by Honduran writers during the same period, comparing the content of both sets of textbooks. This study contextualizes the creation, production, and distribution of these textbooks in the historical moment in which they were used by using primary and secondary historical sources.Subjects--Topical Terms:

1019148
Education, Social Sciences.

Knowledge for progress: Introducing new knowledge through elementary school textbooks in Honduras. An analysis of Social Studies textbooks created by the United States government in Honduras under the Central America Textbook Project between 1962--1979.
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245 1 0 $a Knowledge for progress: Introducing new knowledge through elementary school textbooks in Honduras. An analysis of Social Studies textbooks created by the United States government in Honduras under the Central America Textbook Project between 1962--1979.
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500 $a Adviser: Julie Reuben.
502 $a Thesis (Ed.D.)--Harvard University, 2003.
520 $a This dissertation analyzes the content of elementary Social Studies textbooks created by the U.S. government for Honduras, under the Central American Textbook Project, implemented 1962 and 1979. Specifically, it looks at how these six textbooks integrated U.S. foreign policy goals, the goals of the Regional Textbook Center, and how the content was influenced by modernization theory. It also analyses the textbooks produced by Honduran writers during the same period, comparing the content of both sets of textbooks. This study contextualizes the creation, production, and distribution of these textbooks in the historical moment in which they were used by using primary and secondary historical sources.
520 $a The dissertation analyzes these textbooks using the notion of cultural invasion as defined by Paulo Freire (1973), and ideas of the purpose of foreign aid explained by Phillip G. Altbach (1995). Moreover, it uses the framework presented by Bock and Arthur (1991) who argue that the content of textbooks is intended to change the "social product."
520 $a Using content analysis, this dissertation explains how the textbooks introduced the notion of the culture and values necessary to achieve progress, the political and physical infrastructures structures for progress, and notions of a trade and industry system that would ensure modernization. The purpose of the books, as defined by U.S. policy makers, was to teach Hondurans a specific body of knowledge to modernize the nation, move Honduras out of poverty and turn the region away from communism. None of these goals were accomplished, because the textbooks did not match Honduran reality, having been created with a vision from U.S. government officials and academicians who were interested in stopping the spread of communism and to promote their ideas.
520 $a This analysis sheds light both on the changes that were made in the curriculum, as well as on the changes the incorporation of this new knowledge attempted to make in the way Honduran people thought about economic progress, communism, culture, and the future of the region.
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