Social Studies versus Social Science
In: Social studies: a periodical for teachers and administrators, Band 28, Heft 2, S. 77-80
ISSN: 2152-405X
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In: Social studies: a periodical for teachers and administrators, Band 28, Heft 2, S. 77-80
ISSN: 2152-405X
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 54, Heft 2, S. 117
ISSN: 2167-6437
In: The Journal of Social Studies Research: JSSR, Band 42, Heft 2, S. 135-147
ISSN: 0885-985X
This study investigates the visual representation of ethnic minority groups in Chinese elementary social studies textbooks. The author conducts a content analysis to examine the extent to which ethnic minority groups are visually represented and to explore the ways in which they are portrayed in some of the most popular social studies textbooks in China. A total of 6075 visuals drawn from 36 books were electronically coded and analyzed using SPSS. The findings reveal the dearth of ethnic minority-related visuals and show that ethnic minority individuals are visually represented in significantly different ways in many important aspects than non-minority people in these textbooks. The author concludes that the visual representations of ethnic minority groups in these textbooks contributes to a binary understanding of minority and majority by limiting the images of ethnic minority groups to selected cultural markers.
In: Canadian Journal of Sociology / Cahiers canadiens de sociologie, Band 19, Heft 4, S. 541
Vol. 1-33 lack whole numbering but constitute no. 1-88; no. 89-273 also called v. 34-124. ; Mode of access: Internet. ; Edited by the Faculty of Political Science, Columbia University.
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In: Social studies: a periodical for teachers and administrators, Band 35, Heft 4, S. 168-169
ISSN: 2152-405X
In: Social studies: a periodical for teachers and administrators, Band 66, Heft 6, S. 261-264
ISSN: 2152-405X
In: Canadian Journal of Economics and Political Science, Band 15, S. 299-309
In: Yearbook of the National Council for the Social Studies 36