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Powers of depiction: A textual analy...

Barbre, James Orman, III.

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Powers of depiction: A textual analysis of secondary-level history books currently in use in Toronto, Ontario and Stillwater, Oklahoma.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Powers of depiction: A textual analysis of secondary-level history books currently in use in Toronto, Ontario and Stillwater, Oklahoma./
作者:	Barbre, James Orman, III.
面頁冊數:	476 p.
附註:	Adviser: William E. Segall.
Contained By:	Dissertation Abstracts International67-03A.
標題:	Education, Social Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3211652
ISBN:	9780542603952

Powers of depiction: A textual analysis of secondary-level history books currently in use in Toronto, Ontario and Stillwater, Oklahoma.
Barbre, James Orman, III.

Powers of depiction: A textual analysis of secondary-level history books currently in use in Toronto, Ontario and Stillwater, Oklahoma. - 476 p.

Adviser: William E. Segall.

Thesis (Ph.D.)--Oklahoma State University, 2006.

Purpose and methodology of study. Examination of the cross-national representation and depiction within history texts between two countries was the purpose of this study. Chosen were secondary level history texts from Toronto, Ontario in Canada and Stillwater, Oklahoma in the United States. The history texts in use within both nations come through decentralized adoption policies, but the study focused on two from each nation. The study analyzed areas of nationalism, civics education, and economic interaction as each informed the subject matter for the texts and the depiction of the opposite nation. This was done to gain understanding as to the framework of civic and historical knowledge schools in either country teach their students. This was a qualitative study and used a Likert scale. Two outside raters also participated in a strategy of triangulated evaluation to better ensure objectivity.

ISBN: 9780542603952Subjects--Topical Terms:

1019148
Education, Social Sciences.

Powers of depiction: A textual analysis of secondary-level history books currently in use in Toronto, Ontario and Stillwater, Oklahoma.
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245 1 0 $a Powers of depiction: A textual analysis of secondary-level history books currently in use in Toronto, Ontario and Stillwater, Oklahoma.
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500 $a Adviser: William E. Segall.
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502 $a Thesis (Ph.D.)--Oklahoma State University, 2006.
520 $a Purpose and methodology of study. Examination of the cross-national representation and depiction within history texts between two countries was the purpose of this study. Chosen were secondary level history texts from Toronto, Ontario in Canada and Stillwater, Oklahoma in the United States. The history texts in use within both nations come through decentralized adoption policies, but the study focused on two from each nation. The study analyzed areas of nationalism, civics education, and economic interaction as each informed the subject matter for the texts and the depiction of the opposite nation. This was done to gain understanding as to the framework of civic and historical knowledge schools in either country teach their students. This was a qualitative study and used a Likert scale. Two outside raters also participated in a strategy of triangulated evaluation to better ensure objectivity.
520 $a Findings and conclusions. The history of both countries is intertwined, but the analysis found both versions of history to be dramatically different, thus contributing to distinctive and separate historical narratives. Canada's version of history was more defensive than the United States, especially in their historical interaction with the U.S. and this resulted in depiction of the United States as overly aggressive. Canadian texts demonstrated the United States to be unfair in relation to cultural and economic expansion. In the American history texts the study found that Canada was not labeled as a major influence. The American texts focused on the British and French Empires as significant and because of this, American history texts portrayed Canada in neutral terms. In the final chapter of the study, a theory is proposed to explain the differences in historical perception and self-documentation in the subject matter taught in both countries. Recommendations for further study focus on the examination of civic and historical knowledge taught by or in schools and various interpretations of national history taught to members of minority groups, both native and non-native and include minority groups located outside what would be considered mainstream culture in either country.
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