Constructions of peoples of Arab descent in social studies textbooks and teachers' talk in secondary schools in British Columbia
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Rachid, Hitaf Kady
issued: 2020-05-07T20:02:06Z
issued: 2020
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Informed by culturally relevant pedagogy, which emphasizes guiding principles that focus on appreciating studentsâ cultural differences, preserving studentsâ cultural integrity, and challenging knowledge constructions that maintain social inequities, a critical discourse analysis of text and talk was conducted to examine constructions of peoples of Arab descent in social studies textbooks and in teachersâ talk in secondary schools in British Columbia. The study examined the following research questions: 1) How are peoples of Arab descent constructed in social studies textbooks that are available for Grades 10 and 11 and by secondary school teachers in British Columbia? 2) How do secondary school teachers talk about using the textbooks in teaching about peoples of Arab descent? Linguistic and discursive analyses, based on Fairclough (2003), identified three discourses. The first discourse, a âdiscourse of othering,â was found in both textbooks and teachersâ talk. The discourse of othering was reflected in the accentuation of differences between peoples of Arab descent and peoples in Canada. The second discourse, also found in the textbooks and in teachersâ talk, was identified as a âdiscourse of multicultural progressâ that emerged in the ways the texts highlighted a positive shift in cultural attitudes in Canada. The third discourse, a âdiscourse of barriers to teaching about peoples of Arab descent,â emerged in the ways the participants talked about the challenges they faced in teaching about peoples of Arab descent. The study revealed stereotypical constructions of peoples of Arab descent as terrorists, violent, and aggressive. Peoples of Arab descent were excluded from Canadaâs past and present, and shown as passivated colonial subjects who are inferior opponents to the âWest.â Additional findings revealed homogenization between peoples of Arab descent, Islam, and the âMiddle East,â and constructions of Islam and the âMiddle Eastâ as involved in human rights viol…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/74371
note: CONSTRUCTIONS OF PEOPLES OF ARAB DESCENT IN SOCIAL STUDIES TEXTBOOKS AND TEACHERSâ TALK IN SECONDARY SCHOOLS IN BRITISH COLUMBIA by HITAF KADY RACHID B.A., Burman University, 2005 M.A., Fielding Graduate University, 2010 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) May 2020 © Hitaf Kady Rachid, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Constructions of peoples of Arab descent in social studies textbooks and teachersâ talk in secondary schools in British Columbia submitted by Hitaf Kady Rachid in partial fulfillment of the requirements for for the degree of Doctor of Philosophy in Human Development, Learning and Culture Examining Committee: Jennifer Vadeboncoeur, Professor, Educational and Counselling Psychology, and Special Education , UBC Supervisor Michelle Stack, Associate Professor, Educational Studies, UBC Supervisory Committee Member Ãzlem Sensoy, Professor, Gender, Sexuality, and Womenâs Study, SFU Supervisory Committee Member Penney Clark, Professor, Curriculum and Pedagogy, UBC University Examiner Meghan Corella, Assistant Professor, Language and Literacy Education, UBC University Examiner iii Abstract Informed by culturally relevant pedagogy, which emphasizes guiding principles that focus on appreciating studentsâ cultural differences, preserving studentsâ cultural integrity, and challenging knowledge constructions that maintain social inequities, a critical discourse analysis of text and talk was conducted to examine constructions of peoples of Arab descent in social studies textbooks and in teachersâ talk in secondary schools in British Columbia. The study examined the following research questions: 1) How are peoples of Arab descent…
has type: Thesis/Dissertation
date issued: 2020-05
is shown at: 10.14288/1.0390424
language: eng
degree discipline: Human Development, Learning, and Culture
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/74371