(Re)Constructing Memory: Textbooks, Identity, Nation, and State

Foreword to the Series: (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community.- Acknowledgments.- Introduction: Palimpsest Identities in the Imagining of the Nation:A Comparative Model.- Section 1: Who Are We? Textbooks, Visibility, and Membership in the State.- Are Mexico's Indigenous People Mexican?: The Exclusion of Diversity from Official Textbooks in Mexico.- The Struggle to be Seen: Changing Views of American Indians in U.S. High School History Textbooks.- Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863-1870.- From Ingenious to Ignorant, from Idyllic to Backwards: Representations of Rural Life in Six U.S. Textbooks over Half a Century.- "Within the Sound of Silence": A Critical Examination of LGBQ Issues in National History Textbooks.- Section 2: Who Are We? Us and Them.- The Portrayal of "The Other" in Pakistani and Indian School Textbooks.- Asian Bodies, English Values: Creating an Anglophone Elite in British Malaya.- History and Civic Education in the Rainbow Nation: Citizenship, Identity, and Xenophobia in the New South Africa.- Re-Imagining Brotherhood: Republican Values and Representations of Nationhood in a Diversifying France.- Section 3: Who Are We? (Re)Negotiating Complex Identities.- Democratic Citizenship Education in Textbooks in Spain and England.- Textbook and Identity: A Comparative Study of the Primary Social Education Curricula in Hong Kong and Singapore.- Reframing the National Narrative: Curricula Reform and History Textbooks in Turkey's EU Era.- Vacuum in the Classroom? Recent Trends in High School History Teaching and Textbooks in Zimbabwe.- Conclusions.- Defining and Debating the Common "We": Analyses of Citizen Formation beyond the Nation-State Mold.- School Textbooks, Us and Them: A Conclusion.- Contributors.- Index.