Citations (38)
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Khalid Said. (2023) Amazighs in Moroccan EFL textbooks: An integrated critical discourse analysis. Cogent Arts & Humanities 10:1.
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Khalid Said. (2023) The grammar of folklorization: An integrated critical discourse analysis of the linguistic depiction of Amazigh social actors in selected Moroccan EFL textbooks (1980s-present). Cogent Education 10:2.
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Shreya Sunderram. (2023) Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam. Journal of Curriculum Studies 55:6, pages 661-681.
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Liz Jackson, Michael W. Apple, Fei Yan, Jason Cong Lin, Chenxi Jiang, Tongzhou Li & Edward Vickers. (2023) The politics of reading textbooks: Intergenerational and international reflections on China. Educational Philosophy and Theory 0:0, pages 1-11.
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Daudi van Veen, Rosanneke A. G. Emmen, Tessa M. van de Rozenberg & Judi Mesman. (2023) Ethnic representation and stereotypes in mathematics and Dutch language textbooks from the Netherlands. Whiteness and Education 0:0, pages 1-24.
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Khalid Said, Taoufik Jaafari & Belqassem Laghfiri. (2023) Intensifying resistance through complexification: a positive discourse analysis of the portrayal of Amazighs in a selected Moroccan EFL textbook. Critical Discourse Studies 0:0, pages 1-21.
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Xin Su, Neil Harrison & Robyn Moloney. (2023) Negotiating Identities in Cross-Cultural Contexts: A Case Study of Xinjiangban Students in China. Asian Studies Review 0:0, pages 1-19.
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Zhaojin Lyu. (2023) Reconfiguring China: an analysis of history textbooks in the Republic of China (1912–1949). Asia Pacific Journal of Education 43:1, pages 95-110.
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Qi Zhang & Ya Cuo. (2022) A multimodal approach to attitudes towards Tibet in Chinese language textbooks. Asian Ethnicity 23:4, pages 741-761.
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Qian Liu, Fatma Zehra Colak & Orhan Agirdag. (2022) Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021). Journal of Curriculum Studies 54:5, pages 687-711.
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Rebecca Clothey. (2022) Education and the Politics of Cultural Survival for Uyghur Immigrants in Turkey. Journal of Language, Identity & Education 0:0, pages 1-14.
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Miaoyan Yang & Cora Lingling Xu. (2022) Getting ahead while retaining ethnic salience: educational mobilities, class, and empowerment of a Tibetan student in China. Asia Pacific Journal of Education 42:2, pages 335-349.
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Wei Wang. (2022) Ethnic minority cultures in Chinese schooling: manifestations, implementation pathways and teachers’ practices. Race Ethnicity and Education 25:1, pages 110-127.
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Yann-Ru Ho. (2021) Exposing colonial representations: analysis of portrayals of Indigenous culture in Taiwan’s language textbooks. Race Ethnicity and Education 24:6, pages 856-875.
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Shuqin Xu. (2021) The legitimization of textbook reform: Strategies and challenges in China. Journal of Curriculum Studies 53:6, pages 749-764.
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Sreemali Herath. (2021) The discursive construction of ethnic hierarchies in textbooks in a time of post-conflict reconciliation. Compare: A Journal of Comparative and International Education 51:7, pages 1077-1092.
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Cong Lin & Liz Jackson. (2021) Assimilation over protection: rethinking mandarin language assimilation in China. Multicultural Education Review 13:4, pages 338-361.
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Shuqin Xu. (2021) Ideology and politics in junior-secondary Chinese history textbooks: comparing two versions published in the 21st century. Compare: A Journal of Comparative and International Education 51:3, pages 448-468.
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Zhenzhou Zhao. (2020) The religious world in Chinese social studies textbooks. British Journal of Religious Education 42:2, pages 214-223.
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Peggy A. Kong & Xiaoran Yu. (2019) Bilingual education for a harmonious multiculturalism: the importance of policy discourse for students of ethnic minority groups in China. Multicultural Education Review 11:3, pages 189-215.
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Fei Yan & Edward Vickers. (2019) Portraying “minorities” in Chinese history textbooks of the 1990s and 2000s: the advance and retreat of ethnocultural inclusivity. Asia Pacific Journal of Education 39:2, pages 190-208.
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Jenni Conrad. (2019) The Big History Project and colonizing knowledges in world history curriculum. Journal of Curriculum Studies 51:1, pages 1-20.
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Yiting Chu. (2018) Constructing minzu: the representation of minzu and Zhonghua Minzu in Chinese elementary textbooks. Discourse: Studies in the Cultural Politics of Education 39:6, pages 941-953.
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Yiting Chu. (2017) Twenty Years of Social Studies Textbook Content Analysis: Still “Decidedly Disappointing”?. The Social Studies 108:6, pages 229-241.
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Barbara Pini & Kalwant Bhopal. (2017) Racialising rural education. Race Ethnicity and Education 20:2, pages 192-196.
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Ehaab D. Abdou. (2016) ‘Confused by multiple deities, ancient Egyptians embraced monotheism’: analysing historical thinking and inclusion in Egyptian history textbooks. Journal of Curriculum Studies 48:2, pages 226-251.
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Articles from other publishers (12)
Lin Wu. (2022) Democracy, Empires, and the Chinese Diasporas. Urban Education, pages 004208592211318.
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David R. Stroup. (2022) Chinese Nationalism: Insights and Opportunities for Comparative Studies. Nationalities Papers, pages 1-15.
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Sinan Chu. (2020) Whither Chinese IR? The Sinocentric subject and the paradox of Tianxia-ism. International Theory 14:1, pages 57-87.
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Nazanin Shadman & Mir Mohammad Khademnabi. (2021) World Literature and Translation in Persian Literature Textbooks. Acta Universitatis Sapientiae, Philologica 13:3, pages 30-43.
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María del Mar Bernabé & Vladimir Martinez-Bello. (2021) Evolution of racism in Spanish music textbooks: a real path towards interculturality through images?. Journal for Multicultural Education 15:3, pages 313-329.
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Maria Carolina Sotero, Ângelo Giuseppe Chaves Alves, Janaina Kelli Gomes Arandas & Maria Franco Trindade Medeiros. (2020) Local and scientific knowledge in the school context: characterization and content of published works. Journal of Ethnobiology and Ethnomedicine 16:1.
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Ning Luo & Chung‐Yim Lau. (2020) Community‐Based Art Education in China: Practices, Issues and Challenges. International Journal of Art & Design Education 39:2, pages 445-460.
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Hua-Yu Sebastian Cherng, Emily Hannum, Chunping Lu, Peggy A. Kong & Xiaoran Yu. 2019. The Palgrave Handbook of Race and Ethnic Inequalities in Education. The Palgrave Handbook of Race and Ethnic Inequalities in Education
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John Irgengioro. (2018) China’s National Identity and the Root Causes of China’s Ethnic Tensions. East Asia 35:4, pages 317-346.
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Yiting Chu. (2023) Visualizing minority: Images of ethnic minority groups in Chinese elementary social studies textbooks. The Journal of Social Studies Research 42:2, pages 135-147.
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Zhenzhou Zhao. (2016) Religion and the cultivation of citizenship in Chinese higher education. Higher Education 74:4, pages 635-649.
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