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THE ROLE OF CHINA IN MASSACHUSETTS WORLD HISTORY TEXTBOOKS AT THE SECONDARY LEVEL.

Record Type:	Electronic resources : Monograph/item
Title/Author:	THE ROLE OF CHINA IN MASSACHUSETTS WORLD HISTORY TEXTBOOKS AT THE SECONDARY LEVEL./
Author:	MARRAM, MICHAEL ISRAEL.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
Description:	172 p.
Notes:	Source: Dissertations Abstracts International, Volume: 42-07, Section: A.
Contained By:	Dissertations Abstracts International42-07A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8126728
ISBN:	9798662225992

THE ROLE OF CHINA IN MASSACHUSETTS WORLD HISTORY TEXTBOOKS AT THE SECONDARY LEVEL.
MARRAM, MICHAEL ISRAEL.

THE ROLE OF CHINA IN MASSACHUSETTS WORLD HISTORY TEXTBOOKS AT THE SECONDARY LEVEL. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 172 p.

Source: Dissertations Abstracts International, Volume: 42-07, Section: A.

Thesis (Educat.D.)--Boston University School of Education, 1981.

This item must not be sold to any third party vendors.

This study focused upon textbooks employed by the Massachusetts public educational systems--the values, attitudes, and content they impart, primarily secondary level world history textbooks, regarding China and its people. The key assumptions underlying this paper were: (1) Chinese studies is increasingly important for the interaction of our two peoples in a global setting, and (2) the nation's schools bear a major responsibility for preparing children and youth to live in this complex world of intercultural awareness. The first step in this evaluation was to identify the most widely used world history textbooks (grades 9-10) throughout the Commonwealth of Massachusetts. In addition to consulting social studies entries in Textbooks in Print, requests were sent to social studies department chairpersons in the greater Boston area. Inquiries were received from towns in the metropolitan Boston region, as well as from Boston itself. In all, 31 public high schools responded fully or partially. The second step was to decide on the approach which would best describe to the readers exactly what the textbook situation is in Massachusetts. As the material being scrutinized is of a qualitative nature, content analysis was employed by the writer. The results found in this survey of textbooks show that 71 per cent of the sample tends to ignore Chinese cultural continuities and regard tradition not as a usable past but as an encumbrance to the good life. Textbook writers adopting this progress orientation also have a tendency to slip over into Western ethnocentrism, assuming that technological, political, economic, or social progress in China will follow the same sequence that it has in the West. Three-quarters of textbooks exhibited this or some other form of overt comparison of values, goals, and standards. In conclusion, the content of Massachusetts world history textbooks invariably has a strong Western bias. The employment of a progress approach--evident in almost three-quarters of the texts--as well as the use of Europocentric words such as "Far East" are only two examples of this. Finally, most public high schools surveyed possessed textbooks which are several years outdated. Most world history textbooks are more than ten years old. The effects of inflation and federal spending cuts, in addition to the local budgetary effects of Proposition 2 1/2, may prolong this textbook situation for the next few years.

ISBN: 9798662225992Subjects--Topical Terms:

3422445
Curricula.

THE ROLE OF CHINA IN MASSACHUSETTS WORLD HISTORY TEXTBOOKS AT THE SECONDARY LEVEL.
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500 $a Source: Dissertations Abstracts International, Volume: 42-07, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Educat.D.)--Boston University School of Education, 1981.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study focused upon textbooks employed by the Massachusetts public educational systems--the values, attitudes, and content they impart, primarily secondary level world history textbooks, regarding China and its people. The key assumptions underlying this paper were: (1) Chinese studies is increasingly important for the interaction of our two peoples in a global setting, and (2) the nation's schools bear a major responsibility for preparing children and youth to live in this complex world of intercultural awareness. The first step in this evaluation was to identify the most widely used world history textbooks (grades 9-10) throughout the Commonwealth of Massachusetts. In addition to consulting social studies entries in Textbooks in Print, requests were sent to social studies department chairpersons in the greater Boston area. Inquiries were received from towns in the metropolitan Boston region, as well as from Boston itself. In all, 31 public high schools responded fully or partially. The second step was to decide on the approach which would best describe to the readers exactly what the textbook situation is in Massachusetts. As the material being scrutinized is of a qualitative nature, content analysis was employed by the writer. The results found in this survey of textbooks show that 71 per cent of the sample tends to ignore Chinese cultural continuities and regard tradition not as a usable past but as an encumbrance to the good life. Textbook writers adopting this progress orientation also have a tendency to slip over into Western ethnocentrism, assuming that technological, political, economic, or social progress in China will follow the same sequence that it has in the West. Three-quarters of textbooks exhibited this or some other form of overt comparison of values, goals, and standards. In conclusion, the content of Massachusetts world history textbooks invariably has a strong Western bias. The employment of a progress approach--evident in almost three-quarters of the texts--as well as the use of Europocentric words such as "Far East" are only two examples of this. Finally, most public high schools surveyed possessed textbooks which are several years outdated. Most world history textbooks are more than ten years old. The effects of inflation and federal spending cuts, in addition to the local budgetary effects of Proposition 2 1/2, may prolong this textbook situation for the next few years.
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