(Re)Constructing Memory: Textbooks, Identity, Nation, and State

  • James H. Williams
  • Wendy D. Bokhorst-Heng

Table of contents

  1. Front Matter
    Pages i-xi
    1. Wendy D. Bokhorst-Heng
      Pages 1-24
  2. Who Are We? Textbooks, Visibility, and Membership in the State

    1. Front Matter
      Pages 25-25
    2. Sarah Corona Berkin
      Pages 27-48
    3. Carolyn A. Brown
      Pages 49-72
    4. Ronald E. Butchart
      Pages 73-91
    5. Aimee Howley, Karen Eppley, Marged H. Dudek
      Pages 93-119
    6. Sandra J. Schmidt
      Pages 121-139
  3. Who are We? US and Them

    1. Front Matter
      Pages 141-141
    2. Basabi Khan Banerjee, Georg Stöber
      Pages 143-176
    3. Adeline Koh
      Pages 177-198
    4. Carol Anne Spreen, Chrissie Monaghan
      Pages 199-218
    5. Travis Nesbitt, Val Rust
      Pages 219-236
  4. Who are We? (Re)negotiating Complex Identities

    1. Front Matter
      Pages 237-237
    2. Claudia Messina, Vanita Sundaram, Ian Davies
      Pages 239-261
    3. Joe Tin-Yau Lo
      Pages 263-294
    4. Kevin R. Mcclure, Bedrettin Yazan, Ali Fuad Yazan
      Pages 295-321
    5. Teresa Barnes, Munyaradzi Nyakudya, Government Christopher Phiri
      Pages 323-341
  5. Conclusions

    1. Front Matter
      Pages 343-343
    2. Laura C. Engel
      Pages 345-353
    3. James H. Williams
      Pages 355-365
  6. Back Matter
    Pages 367-379

About this book


This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts. 


Textbooks Multiculturalism Education and identity National identity Inclusive curriculum National history Imagined communities

Editors and affiliations

  • James H. Williams
    • 1
  • Wendy D. Bokhorst-Heng
    • 2
  1. 1.The George Washington University Washington, DCUSA
  2. 2.Crandall University, MonctonNew BrunswickCanada

Bibliographic information