+

Francisco O. RamirezStanford University School of Education

PORTRAITS OF CITIZENSHIP, STATE AND

SOCIETY IN SCHOOL TEXTBOOKS AROUND THE WORLD

+Overview

I. Institutionalizing nation-states, nationalism, and transforming the masses into national citizens

I. Global dynamic challenging the monocultural national narrative: valorization of humanity (cosmopolitanism) and diversity (multiculturalism)

I. Cross-national study of history, civics, & social studies textbooks: findings & inferences

+I. Institutionalization

A. The triumph of the nation-state blueprint

B. The triumph of the political incorporation dynamic

C. The triumph of mass schooling as a nation-state project

Institutionalizing nation-states, nationalism, and transforming the masses into national citizens

+

+II. Global dynamics

A. Supra

B. Sub-national

Challenging the mono-cultural national narrative: activating the supra and the sub-national

+A. Supra - National

Common humanity Human rights Global citizenship

+B. Sub-national

Celebration of diversity Multiculturalism Group rights

+III. Cross-National Study

A. Description of textbook data1. Totals by Time Period

2. Nations Included

B. Expected Findings

C. Findings: Cross National Trends

+

600 history, civics, and social science textbooks from 77 countries

Junior and senior secondary books From 1970 to 2008

A. Description of Textbook Data

+

Textbooks Over Time

Time Period Number of Books

1960-1969 3

1970-1979 48

1980-1989 141

1990-1999 134

2000-2009 229

TOTAL BOOKS 600

+Nations Included

Argentina Colombia Germany Jamaica Nicaragua Romania Taiwan

Armenia Costa Rica Ghana Japan North Korea Russia Tanzania

Australia Croatia Greece Kenya Norway SerbiaTrinidad &

Tobago

Austria Czechoslovakia Guatemala Latvia Pakistan Singapore Tunisia

Bahamas Denmark Guyana Macedonia Palestine Slovenia Turkey

Belarus Ecuador India Malawi Panama South Africa Uganda

Belgium El Salvador Indonesia Mexico Peru South Korea United Kingdom

Bolivia Ethiopia Iran Morocco Philippines Spain USA

BiH Finland Ireland Northern Ireland Portugal Sweden USSR

Bulgaria France Israel Namibia PR China Switzerland Venezuela

Canada Georgia Italy Nepal Puerto Rico Syria Yugoslavia

+

An increase in textbook emphases that focus on the wider world, global issues, and international organizations

An increase in textbook emphases in sub-national groups such as women, children, immigrants, ethnic minorities, and indigenous peoples

B. Expected Findings

+Valorization of Humanity

Indicators mentioned as % of textbooks Indicators mentioned as % of countries

+Valorization of Diversity

Group rights mentions as % of textbooks Group rights mentions as % of countries

+Child Centric Textbooks

A. Examples

A. Trends

+

Example 1:

Not a Child-Centered Textbook

+

Example 2: A Child-Centered Textbook

+Table 1: Changes Over Time in Textbook Content

+Relevant Textbook Analyses Papers

Francisco O. Ramirez, Patricia Bromley, and Susan Garnett Russell, “The Valorization of Humanity and Diversity,” Multicultural Education Review: An International Journal: 1. 25-99, 2009.

John W. Meyer, Patricia Bromley, and Francisco O. Ramirez, “Human Rights in Social Science Textbooks: Cross-national Trends and Analyses, 1975-2006.” Sociology of Education (forthcoming) 2010.

Patricia Bromley, John W. Meyer, and Francisco O. Ramirez, “Student-Centeredness in Social Science Textbooks, 1970-2008: A Cross-National Study. (Under review)

+Concluding Thoughts

World Beyond Nationalism

Schools: From Laboratories of Nationalism to Promoters of Common Humanity and Valorized Diversity

Human Rights and Human Rights Education

Multiculturalism