Raza, nación, olvidos y falacias históricas: análisis de libros de texto de español en Estados Unidos.
A decolonial analysis of teaching materials provides insight into the ways in which Spanish culture, history, and society are conveyed in the language curriculum in the United States. Focusing on textbooks adopted for the course "Culture and Civilization", this article evaluates the identities which...
| Publicado en: | Revista de Estudios Hispánicos Vol. 57; no. 3; pp. 609 - 634 |
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| Autor principal: | |
| Formato: | Artículo |
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Washington University
oct2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=176662662&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 176662662 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0034818X 2BR jtl: Revista de Estudios Hispánicos issn: 0034818X maglogo: N pubinfo: dt: oct2023 vid: 57 iid: 3 pid: 11468 pub: Washington University artinfo: ui: 176662662 10.1353/rvs.2023.a924215 ppf: 609 ppct: 25 formats: fmt: @attributes: type: P size: 4.9MB tig: atl: Raza, nación, olvidos y falacias históricas: análisis de libros de texto de español en Estados Unidos. aug: au: BAPTISTA, GONZALO affil: MORGAN STATE UNIVERSITY su: Romanies Spanish language Spanish civilization Spanish colonies Black people Racism Cultural identity Decolonization Teaching aids Stereotypes Africa sug: subj: Africa Romanies Spanish language Spanish civilization Spanish colonies Black people Racism Cultural identity Decolonization Teaching aids Stereotypes keyword: anti-racist education culture and civilization decolonizing the curriculum Spanish language teaching textbooks cultura y civilización descolonizar el currículo educación antirracista enseñanza de español libros de texto ab: A decolonial analysis of teaching materials provides insight into the ways in which Spanish culture, history, and society are conveyed in the language curriculum in the United States. Focusing on textbooks adopted for the course "Culture and Civilization", this article evaluates the identities which are privileged in the discourse, and the ones that are discriminated. Non-white ethnic or racial groups are subcategorized through negative stereotypes. This marginalization -- or even exclusion--invites us to consider the degree of racism distilled in such manuals. First, after reviewing decolonial perspectives in education, this article assesses the degrading bias applied to the Roma community. Second, it analyzes two historical lacunae: the planned genocide against them and the presence of enslaved Black people. These absences privilege a cultural identity narrative focused on white men since the so-called Reconquista. Third, this article reviews an uncritically reiterated historical fallacy: the loss of the Spanish colonies in 1898. In this sense, the article summons the incidence of Spanish colonialism in Africa to be included in textbooks. Finally, it evaluates approaches to promote an active decolonization, without resorting to diversity as a mere agglutinating ornament. pubtype: Academic Journal doctype: Article src: R language: Spanish refInfo: copyright: @attributes: flag: Y custom: Copyright of Revista de Estudios Hispánicos is the property of Washington University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Revista de Estudios Hispánicos holder: Washington University dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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