This article argues in favor of including students in textbook research. As teachers decide which textbooks to use in their classrooms, they are the ones who influence textbook development. The article presents a research review of students' evaluations of textbooks, demonstrating that inviting students into the debate may result in interesting stimuli for improving textbooks. The article also discusses suggestions based on student feedback.
A Review of Research and Ongoing Challenges for Textbook Research and Textbook Production
Petr Knecht and Veronika Najvarová
Debate, Curricula, and Swedish Students' History
In 2010, a proposal for a new history syllabus was criticized in the Swedish media for emphasizing contemporary history at the expense of ancient history. This study shows how contemporary history has increasingly been the focus of the guidelines developed by UNESCO and the Council of Europe, the national curricula, and students' work since the 1950s, while graduating students had generally rather chosen to focus on the early modern era up until the 1930s. Although history and civics were given status as separate school subjects in 1961, students' work in history continued to focus on contemporary subject matter. This study shows that the dominance of contemporary history in students' history is by no means a new phenomenon.
Girls’ Voices and Civic Engagement in Student Journalism
Piotr S. Bobkowski and Genelle I. Belmas
time and resources to civic organizations, and voting. We discuss the nature and ideal outcomes of school-sponsored journalism education and explain the legal framework that supports restrictions on student expression. We then present survey data that
Learning from the Testimonios of Young Undocumented Women Advocates
organize regionally and locally ( Muñoz 2015 ). This materialized in local advocacy groups across the nation and on college campuses, as newly formed undocumented student groups. Here, I focus on the experiences of five undocumented college-aged women as
How Palestinian Students in Israel React to the Dual Narrative Approach Concerning the Events of 1948
This article addresses the Dual Narrative Approach (DNA) as applied to a sample group of Palestinian students in Israel. This approach is implemented in the dual narrative textbook developed by the Peace Research Institute in the Middle East (PRIME). The textbook was originally developed for history teaching in both the state of Israel and the Palestinian National Authority. The particular situation of Palestinians living in Israel raises an important question of the implementation of this approach in Palestinian-Israeli schools. This sample group is particularly interesting as within the State of Israel only the Jewish-Israeli historical narrative is officially taught in schools, even in the Arab-Palestinian schools. For many of the students tested in this study, this textbook was their first exposure to their own narrative. This article is an empirical study that uses the "mixed methods approach," investigating the students' reactions to the dual narrative textbook with specific regard to the narrative of the events of 1948, one of the most contentious periods for these two nations.
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
image of young black males as academically incompetent not only becomes the most available representation of all black students, but it also undermines other perceptions of black youth, including the actual academic success of black girls ( Henry 1998
Teacher Complicity in Gender Inequality in a Middle School
process, boys at the school necessarily exerted power over the girls in order to maintain their role. A major finding from the study was that the strong dichotomy between traditional male and female roles was rigorously policed by the students. (In the
Solveig Roth and Dagny Stuedahl
realized. In addition, female students, particularly in vocational studies, tend to study the health-related topics thought suitable for them ( Ministry of Children and Families 2015–2016 ). Over recent decades, Norway has become more multi-ethnic and this
Gender at Play
’s (1982 , 1985, 1994) concept of the productive and reproductive processes of society, I illustrate that the enduring influence such historical philosophies have had on conceptions of equality in education promote a male-centered education for all students
Intergenerational Remembrance in Post-communist Romania
Codruta Alina Pohrib
Research (NWO) within the program “PhD in the Humanities” [grant number PGW-13-23] and by the research grant for graduate students offered by The International Research Society for Children’s Literature [IRSCL] (2015). Notes 1 Jacques Derrida, Spectres of