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The Shift from Hegemonic Agenda-Setting to Normative Discourse Formation in School Textbooks Worldwide

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Abstract

The final chapter concludes the volume by highlighting the contrasting as well as complementary approaches to textbook analysis (from hegemony to normative legitimization) as well as the ways that textbooks provide insight into shifts in social, cultural, economic, and political discourses at the global and national levels. Despite the consensus that textbooks provide a key insight into hegemonic agendas implemented through national education systems, there are few examinations of the role that textbooks play in normalizing these discourses, which are then reproduced as increasingly less hegemonized agendas. Policymakers, communities, and advocates for textbook reform must take a long-term, strategic, and holistic approach to educational change. Based on the chapters in this volume, the benefits and successes of textbooks for agenda-setting as well as discourse dissemination will be discussed as well as the shortcomings and areas of improvement that may be useful for policymakers, scholars, and practitioners.

Keywords

  • Normative discourse
  • Hegemony
  • Agenda-setting
  • Legitimization
  • Institutionalization

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Fig. 15.1

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Wiseman, A.W., Hildebrandt-Wypych, D. (2021). The Shift from Hegemonic Agenda-Setting to Normative Discourse Formation in School Textbooks Worldwide. In: Hildebrandt-Wypych, D., Wiseman, A.W. (eds) Comparative Perspectives on School Textbooks. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-68719-9_15

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  • DOI: https://doi.org/10.1007/978-3-030-68719-9_15

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