The Changing Nature of High School World Geography Textbooks: 1950-2005

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dc.contributor.authorStandish, Alex
dc.date.accessioned2023-12-05T21:12:44Z
dc.date.available2023-12-05T21:12:44Z
dc.date.issued2009
dc.description.abstractThis study seeks to document and explain the key changes to the form and content of high school world geography textbooks from 1950 to 2005. Eighteen textbooks, three per decade, were selected and analyzed for manifest and latent content. Four key changes over the study period were identified: greater international orientation, a broader presentation of geography, standardization of approach and content; and content being driven by factors external to geography and the author. The resulting textbooks are larger and better illustrated. They cover the world in greater detail, but are weak in narratives that reflect different points of view and contradictory aims.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent20 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationStandish, A. (2009). The changing nature of high school world geography textbooks: 1950-2005. Research in Geographic Education, 11(1), pp. 38-57.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17428
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2009, Vol. 11, No.1, pp. 38-57.
dc.subjectgeography
dc.subjectworld geography
dc.subjecttextbooks
dc.subjectpoliticization
dc.subjectcontent analysis
dc.titleThe Changing Nature of High School World Geography Textbooks: 1950-2005
dc.typeArticle

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