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Can the Subaltern Nation Speak by Herself in the History Curriculum?
| Content Provider | Scilit |
|---|---|
| Author | Sant, Edda |
| Copyright Year | 2017 |
| Description | This article examines and discusses the ways in which hegemonic and subaltern discourses alternatively evoke different, and sometimes competing, notions of the nation and how they might productively coexist within the history curriculum. More precisely, using Homi Bhabha's conceptual tools of pedagogic and performative narratives of the nation, the article examines history curriculum as permeable to alternative and endless reinventions of the nation and as intrinsically linked to a fixed, stable, and officialized narrative. The study, based on the analysis of the construction of the Catalan nationhood in school textbooks and teachers' and museums' resources in Catalonia (Spain), suggests complex dynamics between hegemonic and subaltern discourses, rather than fixed conceptualizations. Whereas revolutionary discursive depictions of the nation incorporated in the curriculum have a tendency to be officialized, institutionalized, and domesticated through their mediation in educational texts, the article suggests possibilities for more effectively building the subaltern voice within the school curriculum. |
| Related Links | https://www.tandfonline.com/doi/pdf/10.1080/00131946.2016.1238376?needAccess=true |
| Ending Page | 121 |
| Page Count | 17 |
| Starting Page | 105 |
| ISSN | 00131946 |
| e-ISSN | 15326993 |
| DOI | 10.1080/00131946.2016.1238376 |
| Journal | Educational Studies |
| Issue Number | 2 |
| Volume Number | 53 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2017-03-04 |
| Access Restriction | Open |
| Subject Keyword | Journal: Educational Studies Cultural Studies Nation Building Narratives Discourses Subaltern Hegemonic History Curriculum Conceptualizations |
| Content Type | Text |
| Resource Type | Article |
| Subject | Sociology and Political Science Education |
