Hijacking History

In the twenty-first century, language users’ communicative competence needs to include a new dimension –intercultural and multicultural literacy – necessary for communication in multilingual and multicultural settings. This article aims to present a study answering the central research question ‘How are interculturalism and multiculturalism reflected in a series of Vietnam-produced English textbooks for high school students?’ In order to answer this question, a cultural content analysis was conducted with the foci on cultural knowledge and skills in intercultural communicative competence. The study found that interculturalism (inclusion of source cultures, international cultures, and target language cultures and of comparisons and contrasts among them) and multiculturalism (ethnic diversity, globalization, mutual understanding, and non-ethnocentrism and non-Western-centrism) are reflected in the textbooks, albeit with certain limitations. The study provides a sample cultural analysis framework and suggestions for English language teaching writers in the Expanding Circle in an era of interculturalism and multiculturalism.

본 연구는 고등학교 사회․문화 교과서의 ‘사회․문화 현상 탐구 방법’ 단원의 내용 중 주요(핵심) 개념들에 대한 설명에서 오류가 없는지, 개념을 과대화하거나 과소화하여 설명하는 것은 없는지, 내용 설명의 차이는 없는지, 내용 배열은 적절한지 등을 밝혔다. 분석결과, 첫째, 개념을 부정확하게 설명한 경우가 있었으며, 둘째, 비결정적 속성을 결정적 속성으로, 혹은 일부 속성을 전체 속성으로 진술하는 경우(고정관념)가 있었다. 셋째, 동일 개념(혹은 용어)에 대해 다르게 설명하는 경우가 있었으며, 넷째, 내용 배열에 있어서 학습자의 인지 과정과 불합치하는 경우가 있었다. 이러한 분석을 바탕으로 다음과 같은 제언을 하였다. 첫째, 교과 내용 전문가가 집필자로 참여해야 하며, 둘째, 비교하는 개념들 간의 차이는 상대적인 것임을 밝히거나, 그러한 차이는 제한적인 상황에서만 그러하다고 기술할 필요가 있다. 이와 함께 교과서 내용을 관행적으로 따르다 발생하는 고정관념의 경우에는 교과서 집필자들이 기존 교과서 내용을 재구성하거나 재재념화해야 하며, 제도적 장치(교과서 집필기준이나 교육과정 해설서 등을 통해)를 통해 진술 내용의 가이드라인을 제시할 필요가 있음을 제언하였다. 셋째, 교과서간 개념 설명이 다른 경우에는 그 개념이 교과서의 내용 요소로 수용된 배경이나 그 개념이 사용되는 교과 내용적 맥락을 고려하여 진술할 것을 제언하였다. 마지막으로 내용 배열에 있어서는 전체적인 과정을 먼저 제시하고 각 단계별 세부 내용을 서술할 것을 제언하였다.The study investigates ‘methods of inquiry on sociocultural phenomena’ included in sociocultural studies textbooks for high school students. The findings may be summarized as follows: firstly, there are cases in which wrong answers are mistakenly described as correct ones; secondly, there are cases where non-determinant attributes are mistakenly described as deterministic ones, or partial attributes as general ones; thirdly, the same concepts(or terms) are differently explained according to related situations; fourthly, the arrangement of teaching contents is sometimes incompatible with the cognitive process of learners. The research, based on the findings, provides the following suggestions: firstly, curriculum experts should participate in the development of sociocultural textbooks; secondly, it should be mentioned that the differences among compared concepts are relative or that those differences make sense only under limited circumstances. The writers also need to critically estimate the contents of the existing textbooks; thirdly, when agreed definitions of given concepts are not available, they should be presented considering the background they are accepted as textbooks elements or the context of textbooks; lastly, as for the arrangement of teaching contents, the overall structure should come first before the details of each step.

A large body of scholarly work has been devoted to the possible consequences of foreign military intervention for the target state. This literature, however, tends to be state-centric and mostly neglects the insight from gender-specific theoretical and empirical perspectives. The purpose of this article is to examine the extent to which military intervention affects women’s rights. It is argued that unilateral interventions are prone to diminishing women’s status by encouraging the persistence or creation of repressive regimes and contributing to political disorder in the target state. If the use of armed forces ever helps or causes no damage to women’s well-being, it will likely be during interventions led by intergovernmental organizations (IGOs). This is because IGO interventions are unlikely to protect or support an authoritarian, patriarchal political system. Furthermore, such multilateral missions will increase international awareness of women’s status along with other human rights issues in the target society, thereby creating more pressure on the government to enforce women’s rights. To empirically substantiate these arguments, three different indicators that tap socio-economic and political aspects of women’s status are used, including the indices of women’s economic, political, and social rights from the Cingranelli-Richards database. The results indicate that while women’s political and economic status suffer most during unilateral US interventions, IGO interventions are likely to have a positive influence on women’s political rights. Non-US unilateral interventions, on the other hand, are unlikely to cause any major change in women’s status. Finally, military interventions in general have no major statistically significant impact on women’s social rights.

This final chapter traces the United States’ path toward kinetic diplomacy and evaluates trends and implications for the future of US power, prosperity, and international security. It also summarizes the empirical and historical journey of US foreign policy strategies and outcomes. The chapter provides five contemporary lessons extending from our analysis of the data on US military interventions across the eras. It follows these lessons with a list of policy recommendations for the future of US foreign policy, military interventions, and defense spending based on several grand strategic visions, ranging from primacy, selective engagement to restraint. The chapter concludes with a call to drastically reassess long-standing, path-dependent US foreign policy trends.

American Foreign Policy: Response To A Sense of Threat, Appeal to Force: American Military Intervention in the Era of Containment and American Defense and Détente. Readings in National Security Policy Get access American Foreign Policy: Response To A Sense of Threat. By Henry T. Nash. Homewood, III.: The Dorsey Press; Georgetown, Ontario: Irwin-Dorsey Ltd. 1973. 247 pp. Index. (The Dorsey Series in Political Science.) $4.95.Appeal to Force: American Military Intervention in the Era of Containment. By Herbert K. Tillema. New York, Thomas Y. Crowell Co. New York, Thomas Y. Crowell Co.; Toronto: Fitzhenry & Whiteside. 1973. 260 pp. Index. Bibliog.American Defense and Détente. Readings in National Security Policy. Edited by Eugene J. Rosi. New York, Toronto: Dodd, Mead. 1973. 532 pp. $10.50. John D. Lees John D. Lees Search for other works by this author on: Oxford Academic Google Scholar International Affairs, Volume 50, Issue 1, January 1974, Pages 169–170, https://doi.org/10.2307/2615293 Published: 01 January 1974

US Foreign Policy in World History is a survey of US foreign relations and its perceived crusade to spread liberty and democracy in the two hundred years since the American Revolution. David Ryan undertakes a systematic and material analysis of US foreign policy, whilst also explaining the policymakers' grand ideas, ideologies and constructs that have shaped US diplomacy.US Foreign Policy explores these arguments by taking a thematic approach structured around central episodes and ideas in the history of US foreign relations and policy making, including:* The Monroe Doctrine, its philisophical goals and impact* Imperialism and expansionism* Decolonization and self-determination* the Cold War* Third World development* the Soviet 'evil empire', the Sandinistas and the 'rogue' regime of Saddam Hussein* the place of goal for economic integration within foreign affairs.

US Foreign Policy in World History is a survey of US foreign relations and its perceived crusade to spread liberty and democracy in the two hundred years since the American Revolution. David Ryan undertakes a systematic and material analysis of US foreign policy, whilst also explaining the policymakers' grand ideas, ideologies and constructs that have shaped US diplomacy.US Foreign Policy explores these arguments by taking a thematic approach structured around central episodes and ideas in the history of US foreign relations and policy making, including:* The Monroe Doctrine, its philisophical goals and impact* Imperialism and expansionism* Decolonization and self-determination* the Cold War* Third World development* the Soviet 'evil empire', the Sandinistas and the 'rogue' regime of Saddam Hussein* the place of goal for economic integration within foreign affairs.

Despite illuminating multiple modalities by which armed conflict is discursively justified, critical geopolitics can be criticised for providing a weak normative engagement with the social institution and practices of warfare. This has limited the impact of this school of thought outside of geography and critical security studies at a time when the ethics of military intervention have been prominent in public debate. This article explores the moral discourse of critical geopolitics through an examination of Gerard Toal's writings on Iraq and Bosnia. This scholarship is reviewed in the light of Coates's typology of major traditions of moral reflection on war – militarism, realism, just war theory, and pacifism/nonviolence. This analysis interrogates Toal's narratives, in which American military intervention was advocated in the Former Yugoslavia and opposed in Iraq. This suggests that rather than a thoroughgoing commitment to pacifism/nonviolence, or a blanket cynicism about American foreign policy, Toal's thinking includes an underlying attachment to some form of just war reasoning. However, its implicit and partial appropriation leads to a certain incoherence and selectivity that calls for further reflection. This presents a challenge to critical geopolitics. If it chooses to engage more explicitly with just war theory, its insights into identity and militarism could in turn inform a reworking of aspects of the theory, thereby facilitating critical geopolitics' engagement with wider public anti-militaristic modes of discourse. However, as this risks blunting the political potential of the project and repeating the mistakes of twentieth-century geopolitical thought, the paper concludes with a call for a wholehearted commitment to nonviolence.

This article discusses the lexical density and readability levels in Facil's 'Advanced Learning English textbook for high school students in grade XI. The documents of this study were 11 reading texts selected from each chapter in the 'Advanced Learning English 2' textbook. This study's objectives are to (1) determine the average lexical density of selected reading passages from English textbooks and (2) determine the next level of this book and whether it is appropriate for high school students class XI. Grounded on Ure’s (1971) text analysis, the researchers analyzed the lexical density of the reading text. Meanwhile, to determine readability level, Flesch’s (1994) reading ease scale formula was utilized. After carefully analyzing the data, it was discovered that almost all texts had a high lexical density. The average reading text in this book has a higher lexical density level than 40%. Additionally, eleven reading texts are classified into five levels based on the Flesch reading ease formula's results: easy for one text, fairly easy for three texts, and difficult for four texts. For two texts, the difficulty level is standard; for three texts, the difficulty level is fairly difficult; and for two, the difficulty level is difficult. Therefore, reading texts in this book is considered appropriate for high school students’ learning process because each text has a different and gradual difficulty level.

Analysis of Key Competencies in Inquiry Activity of Science Inquiry Experiment Textbooks for High School Students

A Comparative Analysis of Molecular Genetics Content between Korean and American Biology Textbooks for High School Students

This study evaluates and compares the integration of Higher Order Thinking Skills (HOTS) in Indonesian language textbooks for high school students under the 2013 Curriculum and the Merdeka Curriculum. Using a qualitative descriptive approach, the study conducts content analysis of four textbooks two aligned with the 2013 Curriculum and two with the Merdeka Curriculum employing HOTS criteria derived from Bloom’s taxonomy. The findings reveal that the 2013 Curriculum textbook (2014 edition) includes 78 questions, with 17 in the analyzing category and 37 in the evaluating category (32 checking and 24 criticizing questions). In comparison, the Merdeka Curriculum textbook (2021 edition) presents 55 questions, comprising 14 analyzing and 32 evaluating questions (25 checking and 16 criticizing). Despite a decrease in the total number of questions, the Merdeka Curriculum exhibits a greater emphasis on deeper critical evaluation, reflecting a pedagogical shift toward fostering students' critical thinking competencies. The contribution of this research lies in providing empirical evidence on how curriculum reforms affect the cognitive depth of textbook content, thereby offering insights for curriculum developers, textbook authors, and educators in designing learning materials that effectively promote 21st-century skills.

고등학교 검인정 『한국사』 교과서의 개신교 관련 부분 검토

ABSTRACTIn pedagogy, English textbooks in Southeast Asia are an integral part of propagating the use of English among the Asian learners. True to many ESL and EFL instruction, the use of textbook is an important tool for effective language teaching and learning. Language teaching in itself is closely tied to textbooks use since the latter is utilized for independent learning in culturally and pluralistic Southeast Asian contexts (Williams, 1983; Rivers, 1981). This research is particularly interested in analyzing the author-initiated discourses in the selected English textbooks for high school students in Southeast Asia. It is exploratory and illustrative anchored on a grounded theory. The authorial-initiated discourses refer to the author’s instruction demonstrated in the presentation of the lesson, citing of examples, recall of the previous lessons, and instruction for the activities. The objectives of the study are to find out the evidence of World Englishes (WE) perspectives on pedagogy in the selected English textbooks in Southeast Asia, and illustrate their indicative features that concretize these WE perspectives. Two (2) English language textbooks for Junior/Senior High school students in either public/government or private schools were used from each of the four (4) Southeast Asian countries prescribed by their respective Ministry/Department of Education. Purposely, the country-selection got these textbook from two (2) countries from the Outer Circle, and two (2) countries from the Expanding Circle.Based on the analysis, it will generate implications on pedagogy (whether the instruction is framed after ‘Native-Speakers/Westerners Norms,’ or to the ‘Local-Speaker Norms’), on cross-cultural communication, on language policy in textbook use, and on the current development of the ‘new’ Englishes illustrated in the author-initiated discourses in the selected English textbooks in Southeast Asia.

Gov. Schwarzenegger Launches First-in-Nation Initiative to Develop Free Digital Textbooks for High School Students, press release, May 6, 2009.