Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Teaching national identity and alterity: Nineteenth century American primary school geography textbooks
Date
2018-03-01
Author
Gürsel, Bahar
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
163
views
0
downloads
Cite This
The swift and profound transformations in technology and industry that the United States began to experience in the late 1800s manifested themselves in school textbooks, which presented different patterns of race, ethnicity, and otherness. They also displayed concepts like national identity, exceptionalism, and the superiority of Euro-American civilization. This article aims to demonstrate, via an analysis of two textbooks, how world geography was taught to children in primary schools in nineteenth century America. It shows that the development of American identity coincided with the emergence of the realm of the “other,” that is, with the intensification of racial attitudes and prejudices, some of which were to persist well into the twentieth century.
Subject Keywords
Geography textbooks
,
National identity
,
Nineteenth century
,
Otherization
,
Racial stereotypes
,
The United States
URI
https://hdl.handle.net/11511/35074
Journal
Journal of Educational Media, Memory, and Society
DOI
https://doi.org/10.3167/jemms.2018.100107
Collections
Department of History, Article
Suggestions
OpenMETU
Core
An intertextual analysis of adaptations of Turkish folk narratives written by left-oriented intellectuals in the 1960s and 1970s
Güngör, Esra Mine; Erdoğan, Necmi; Department of Media and Cultural Studies (2021-3-10)
This thesis analyses adaptations of folk narratives written by left-oriented intellectuals in the 1960s and 1970s in an intertextual context. By analyzing 16 adaptations of folk romances and stories, the study tries to reveal ideological and political transformations, changes and additions in literary characteristics of narratives in terms of content and form. Then it discusses how folk materials were reinterpreted from the leftist perspective by examining dominant conflict of narratives, depicti...
Representation of gecekondu in mainstream print media: from housing question to varoş
Kalaylıoğlu, Mahir; Yeğen, Mesut; Department of Sociology (2006)
This study examines the dominant representations of gecekondu in the mainstream print media and the changes in these representations in a historical context from the end of 1940s, when gecekondu made its first remarkable appearance, to the late ء90s̕. How gecekondu phenomenon, which, in its historical development, has become institutionalized as one of the basic housing supply forms in the cities ا or ءgecekondu question̕ as defined in the academic discourse and media ا is represented and in which contexts ...
HISTORY EDUCATION AND FORMATION OF LARGE GROUP IDENTITIES: PORTRAYAL OF TURKISH AND EUROPEAN IDENTITIES IN TURKISH HIGH SCHOOL HISTORY TEXTBOOKS
Kılıç, Tuğçe; Torun, Zerrin; Department of International Relations (2022-9-30)
Social identity theory explains how identities form, how intergroup relations work and why out-group bias and in-group favoritism are observed. History is also pointed out as an indispensable ingredient of identity formation and identities are further strengthened with chosen glories and traumas. In this regard, history education offers an excellent platform that children can derive their identity, form long-standing mental representations of other nations and cultures, and legitimize certain social and pol...
Towards more inclusive engagements: Mapping the experiential realities of inclusivity in architectural education
Demirel , Abdullah Eren; Erkılıç, Mualla; Department of Architecture (2022-7-28)
With the growing multi-layered and diverse structure of contemporary societies, the notion of inclusivity has become more influential and critical in shaping many fields, including the design of human environments. Based on the conceptual ground of equity, diversity and accessibility, the emphasis is on equal opportunity for diverse individuals to achieve their full potential in life. The complexity and plurality of related concepts and parameters in the studies of inclusivity - built environment relationsh...
THE LEGACY OF MARTIN LUTHER KING JR, MONTGOMERY BUS BOYCOTT(1955-1956),THE BELOVED COMMUNITY AND NONVIOLENT RESISTANCE
ÖMEROĞLU, GAZİ; Gürsel, Bahar; Department of History (2022-10-31)
The United States faced one of the crucial social movements in the second half of the twentieth century. The Civil Rights Movement, symbolizing the struggle for equality and justice, was the revival of the country's founding principles in a way. This study primarily aims to reconsider Martin Luther King Jr., as one of the notable figures of the recent United States history, and his legacy by referring to The Montgomery Bus Boycott (1955), the beloved community and nonviolent resistance. This thesis wi...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Gürsel, “Teaching national identity and alterity: Nineteenth century American primary school geography textbooks,”
Journal of Educational Media, Memory, and Society
, pp. 106–126, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35074.