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  1. Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks.Young Chun Kim, Seungho Moon & Jaehong Joo - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (3):213-246.
    South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, we developed four (...)
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  • Nationalizing accounts: everyday nationalism, Japanese scientists, and global policy.Nahoko Kameo - forthcoming - Theory and Society:1-26.
    The article delineates how actors invoke nationalizing accounts—accounts that turn local conditions, actions, and actors into national ones—in everyday talk. Taking the case of Japanese university scientists depicting their commercialization trajectories after the adoption of a set of policies that originated from the U.S., the article delineates how scientists stipulate what they do is Japanese. I outline the discursive practices through which they posit that the cause of others’ actions, or of they themselves, derives from some kind of ethno-national distinctiveness. (...)
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  • Articles.C. A. Bowers, Vicky Newman, Paul Brawdy & Rita Egan - 2001 - Educational Studies 32 (4):401-452.
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