Suchergebnisse

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.

This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.

This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.