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Representing the Middle East and Africa in Social Studies Education examines the lived classroom experiences of six social studies teachers and the relevance of their discourse in framing the knowledge students receive about populations in the Middle East and Africa. With a focus on the socialization processes of schooling, this book deconstructs the classroom experience and investigates the ways in which a macro-societal phenomenon-otherness-is reified in micro-societal interactions. Through the methodological lens of Critical Discourse Analysis, this work illuminates the importance of teachers' language in challenging and reinforcing portrayals that cast the diverse populations of the Middle East and Africa in the role of "the other."
List of contents
1 Introduction
Part I Constructing Knowledge and Perceiving Others
2 Memories, Identities, and Otherness
3 Schools as Sites of Constructing Otherness
Part II Teachers, Classroom Discourse, and Representations
4 Narratives in Classroom Discourse
5 Characterizing and Classifying Populations
6 Revealing and Concealing Diversity
7 Ascribing Traits and Describing Difference
8 Conclusion
About the author
Daniel Osborn is a history instructor at Dean College. He holds an Ed.D. in Curriculum and Teaching from Boston University School of Education.
Summary
Representing Africa and the Middle East in Social Studies Education examines the lived classroom experiences of six social studies teachers and the relevance of their discourse in framing the knowledge students receive about populations in Africa and the Middle East.
Additional text
"Both practitioners and researchers who are interested in this book should take the time to read it in a thoughtful and attentive manner, in order to understand and appreciate the many complex insights that it offers... Thisbook should be considered required reading for critical, qualitative researchers, particularly those whose work intersects with constructs such as multicultural, global, and social justice education, and as recommended reading for teachers and curriculum developers with an emphasis on social studies education." - Tracey Kumar, THE CURRICULUM JOURNAL
