| Abstrakt: |
Students are expected to develop the intellectual capacity needed to accurately portray other world societies. Few research studies in social studies education, however, draw on a systematic textbook analysis to investigate global perspectives on non-Western societies such as those found in African nations. Situated in framing theory, this study employs a qualitative content analysis approach to examine textual and visual curricular representations of non-Western societies framed in the content of four U.S. world history/cultures and geography textbooks by considering specifically how Nigeria, a very large, relatively wealthy and complex African nation, is represented. The results provide insights into curricular perspectives in U.S. classrooms about non-Western societies, particularly regarding national narratives. Deficit perspectives are the dominant frame so students are primed to construct social reality from the partial textual and visual information to which they are exposed in their classrooms. The findings indicate a lack of research by both textbook authors and publishers into the contents of the texts, which has the potential to negatively affect students’ construction of narratives and civic competence. This study contextualizes its results in visual literacy, cross-cultural behaviors, global perspectives, and attributes of global citizenship. |
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