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This article examines the textual constitution of militarism and militaristic subjects in and by educational discourse in Pakistan. The article focuses on two subjects, namely social studies and Urdu, which are taught in the public school system of Pakistan. In order to examine the constitution of militaristic subjectivities, the author draws upon concepts of poststructuralist theory and critical discourse analysis. The author's main argument is that it is vital to first deconstruct the constructs of war from the minds of people in order for the constructs of peace to be instilled. There are many sites where such deconstruction needs to begin. One of the likely places for such an exercise is in textbooks, for these are sites in which war and violence are or can be constructed and instilled into the minds of future citizens. These are also natural sites for the construction of defenses of peace, for these spaces harbor agency to resist war and violence. This article examines textual and discursive data from Pakistan's educational discourse (mainly curricula and textbooks) to illustrate how war and militarism are constructed by these discourses via curricula and textbooks.

Whereas "classical" textbook revision involved two or more nation-states, this article explores current challenges in this field which are internal or go beyond the level of nation-states: textbook activities after internal wars, the search for a "European textbook," immigration, international schools, and examinations. All of these challenges touch upon the question of identities which are distinct from "traditional" national identities. The article sketches the respective backgrounds of these current challenges as well as practical aspects that need to be considered. We also question whether solutions can be found by replacing constricted identities with more comprehensive ones.

The aftermath of World War II saw the emergence of many new nation-states on the Asian geopolitical map and a simultaneous attempt by these states to claim the agency of nationhood and to create an aura of a homogenous national identity. Textbooks have been the most potent tools used by nations to inject an idea of a national memory - in many instances with utter disregard for fundamental contradictions within the socio-political milieu. In South Asia, political sensitivity towards transmission of the past is reflected in the attempts of these states to revise or rewrite versions which are most consonant with the ideology of dominant players (political parties, religious organizations, ministries of education, publishing houses, NGOs, etc.) concerning the nature of the state and the identity of its citizens. This paper highlights the fundamental fault lines in the project of nation-building in states in South Asia by locating instances of the revision or rewriting of dominant interpretations of the past. By providing an overview of various revisionist exercises in South Asia, an attempt will be made to highlight important issues that are fundamental to the construction of identities in this diverse continent.

The Indonesian history textbook, the handbook for teachers and students learning history in high school, is compiled by the Ministry of Education and Culture team as teaching material for students. The contents of the published history textbooks have been revised several times to improve the material's content. However, things could still be improved in the material's content or terms of data presentation. Mistakes in history textbooks will have a negative impact on students and their ways of thinking about national history and others. This scientific work aims to objectively analyze and criticize the content of history textbooks for High School Grade X and analyze historical values in the context of history textbook material as history lessons for students. The method used in this scientific work uses qualitative research methods. The data collection technique used a literature review collected in the form of Grade X Indonesian history textbooks and other relevant literature studies. The data analysis technique uses descriptive qualitative by first doing data reduction and concluding. The results of this study show that criticism of Grade X Indonesian history textbooks, which were published in revisions in 2016, still needs to improve, especially in the material and presentation of incorrect historical data. The presentation of historical data in the form of photos of Sriwijaya heritage inscriptions that are irrelevant to the explanation is very dangerous for students' understanding. The presentation of historical values in history textbooks is not visible, so the material presented appears to be only chronological. It is necessary to add subtitles related to historical values in the textbook to achieve the purpose of studying history.

THE AUTHOR REVIEWS CRONIN'S (1974) DESCRIPTION OF THE "TEXTBOOK PRESIDENCY" AND THEN EXAMINES WHETHER THERE HAVE BEEN CHANGES IN UNIVERSITY TEXTBOOKS PUBLISHED IN THE POST "WATERGATE" YEARS. HE FINDS A REASSESSMENT OF PRESIDENTIAL POWER, INTER ALIA, AND A GREATER VARIETY OF TEXTBOOK VIEWS. THE NEW TEXTBOOK PRESIDENCY IS AN IMPROVEMENT, BUT LACK OF A RATIONALE FOR NORMATIVE DISCUSSION UNDERMINES CONCEPTIONS.

The article discusses the relevance of textbooks at Australian universities for learning European and Asian languages (especially Japanese). It is noted that few language textbooks are designed with an eye to context. (DÜI-Sen)

"Developments in the Arctic and Antarctica continue to be the subject of growing public interest and academic, political, scientific, and media discourse. The global magnitude of the changes that are currently taking place in the Polar Regions, also influence legal developments. Furthermore, the growing importance of both the Arctic and the Antarctica in various areas of global, regional, national and sub-national development requires further inquiry into the role of law in dealing with many of the current and emerging issues relevant to both Poles. Although law is not a panacea for all issues, it has its own role to play in dealing with many of them."A broad overview of Polar law issues was presented in the pioneering Polar Law Textbook, N. Loukacheva ed. Copenhagen: Nordic Council of Ministers, Tema Nord 538: 2010 (www.norden.org).This textbook represents the outcome of a cooperative process between an international group of well-known experts in the area of Polar law and related studies. Polar Law Textbook II further draws upon Polar law as an evolving and developing field of studies which is gaining increasing recognition and intersects with many other areas in the social sciences and humanities. It explores a variety of legal issues in the Arctic and Antarctica (i.e., questions of human rights law, environmental law, law of the sea, continental shelf, climate change, energy law, resources, indigenous peoples' rights, etc.,) but also covers the relevant aspects of geopolitics, security, governance, search and rescue, biodiversity, devolution, institutions (e.g., the Arctic Council) and political developments

"Developments in the Arctic and Antarctica continue to be the subject of growing public interest and academic, political, scientific, and media discourse. The global magnitude of the changes that are currently taking place in the Polar Regions, also influence legal developments. Furthermore, the growing importance of both the Arctic and the Antarctica in various areas of global, regional, national and sub-national development requires further inquiry into the role of law in dealing with many of the current and emerging issues relevant to both Poles. Although law is not a panacea for all issues, it has its own role to play in dealing with many of them." A broad overview of Polar law issues was presented in the pioneering Polar Law Textbook, N. Loukacheva ed. Copenhagen: Nordic Council of Ministers, Tema Nord 538: 2010 (www.norden.org).This textbook represents the outcome of a cooperative process between an international group of well-known experts in the area of Polar law and related studies. Polar Law Textbook II further draws upon Polar law as an evolving and developing field of studies which is gaining increasing recognition and intersects with many other areas in the social sciences and humanities. It explores a variety of legal issues in the Arctic and Antarctica (i.e., questions of human rights law, environmental law, law of the sea, continental shelf, climate change, energy law, resources, indigenous peoples' rights, etc.,) but also covers the relevant aspects of geopolitics, security, governance, search and rescue, biodiversity, devolution, institutions (e.g., the Arctic Council) and political developments.

Despite repeating claims that Canadians are less nationalistic than members of other nations, English as a second language (ESL) textbooks often participate in banal repetitions of nation-ness and nationalism. This banal nationalism takes the form of the marking of nation through flags, maps, routine deixis, and nationalized symbols. This study examines markings of nation in 24 ESL textbooks used in government-funded language instruction in Canada. This nationalized imagery is both taught and repeated, making the imagined community ubiquitous. Language teachers should be aware of and reflect upon the everyday nationalism that is performed in ESL textbooks.Key words: banal nationalism, TESL, language instruction, identityAuthor's NoteTrevor Gulliver is an Assistant Professor at Bishop's University. His research explores discursive constructions of Canada and Canadianness in ESL textbooks and study guides. ; Malgré l'affirmation répétée que les Canadiens sont moins nationalistes que les membres des autres nations, les manuels scolaires d'anglais langue seconde (ALS) participent souvent à des répétitions banales sur le nationalisme et la notion de nation. Ce « nationalisme ordinaire » prend la forme d'une mise en valeur de la nation à travers des drapeaux, des cartes, et des symboles nationalisés. Cette étude s'intéresse à cette mise en valeur de la nation dans 24 manuels d'anglais langue seconde, utilisés dans les programmes d'enseignement des langues, financés par le gouvernement au Canada. Ces images sont à la fois enseignées et répétées, rendant la communauté représentée omniprésente. Les enseignants de langues doivent être conscients et réfléchir sur le nationalisme au quotidien qui est relayé dans les manuels d'anglais langue seconde.Mots clés : nationalisme ordinaire, EALS, enseignement des langues, identiteNote de l'auteurTrevor Gulliver est professeur adjoint à l'Université Bishop. Sa recherche explore les constructions discursives du Canada et de la «canadianité » dans les ...

The textbook contains a systematic presentation of the most difficult provisions of the discipline "Microeconomics". The book comprehensively, thoroughly and deeply analyzes the mechanisms of modern microeconomics as the foundation of economic thinking at the lowest level of management. The structure of the book includes two sections and 12 chapters, at the end of which control questions and test tasks are proposed. At the end of the textbook, symbols, a glossary and a bibliography are presented. The textbook is addressed to students in the field of preparation 38.04.01 "Economics" (qualification "master"). The book will be useful to students in additional professional educational programs, graduate students and researchers, as well as working in the field of farm management in enterprises, industries, and government bodies. Учебник содержит систематизированное изложение наиболее трудных положений дисциплин «Микроэкономика». В книге всесторонне детализированы и глубоко анализируются механизмы современной микроэкономики. Структура книги включает в себя два раздела и 12 глав, в конце которых предложены контрольные вопросы и тестовые задания. В конце учебника представлены условные обозначения, глоссарий и библиографический список. 38.04.01 «Экономика» (квалификация «магистр»). Книга будет полезна обучению по дополнительным профессионально-образованным программам, аспирантам и научным сотрудникам, а также работникам сферы управления хозяйством на предприятиях, в органах государственной власти.

66% OF ALL BOOKS PUBLISHED EACH YEAR IN THE US ARE BOUGHT IN AN EDUCATIONAL CONTEXT. A GENERAL DISCUSSION OF COLL TEXTBOOKS, COVERING THEIR ROLE IN HIGHER EDUCATION, THE ECONOMICS OF TEXTBOOK PUBLISHING, THE WAYS IN WHICH TEXTS ARE CREATED, CONSTRAINTS ON INNOVATION IN TEXT PUBLISHING, & THE CONCEPT OF THE 'MANAGED' TEXTBOOK IS PRESENTED. A MAJOR RESURGENCE IN TEXTBOOK USE HAS OCCURRED SINCE 1971 EVEN THOUGH TRADITIONAL COLL TEXTS ARE PRODUCED MUCH THE SAME WAY AS THEY WERE 50 YEARS AGO. THERE IS A CURRENT TREND AWAY FROM 'BIG-NAME' AUTHORS TO THOSE DISPLAYING WRITING & PEDAGOGICAL SKILLS. THERE IS LITTLE AGREEMENT ON TEXT CONTENT EXCEPT AT THE INTRODUCTORY LEVEL OF COURSES. IT TAKES 4-6 YEARS TO PRODUCE A TEXT, THE AUTHOR DOES NOT HAVE SUFFICIENT INFORMATION ABOUT THE POTENTIAL MARKET, TEXTS TEND TO BE LESS VISUALLY INVITING THAN THEY COULD BE, & EDITORS OF COLL TEXTS (UNLIKE THOSE WITH HIGH SCHOOL OR GRADE SCHOOL TEXT PUBLISHING HOUSES) ARE GENERALLY WITHOUT TEACHING BACKGROUNDS. THE TRADITIONAL TEXT IS CREATED TO BECOME A LESS THAN EFFECTIVE LEARNING DEVICE. 1 TABLE. MODIFIED HA.

Concern is expressed for problems which face teachers of social science subjects in Third World countries with multiple national linguistic & cultural elements, & for the writing of textbooks & related materials. With particular reference to Africa, it is noted that social science is universal & transnational; but its teaching in African institutions occurs within the context of the national cultures of students. Identified are special strategies for writing social science textbooks for primary & secondary school pupils. Two leading African scholars & educators are cited to illustrate the colonial crucible through which social & other sciences' education have passed to become what they are today. In the pedagogy of the social sciences, teaching & writing are instruments of knowledge diffusion, & African social scientists are called upon to make major contributions by taking up the challenge of textbook writing. 1 Table. Modified AA.