1. + Francisco O. Ramirez Stanford University School of Education P ORTRAITS OF C ITIZENSHIP, S TATE AND S OCIETY IN S CHOOL T EXTBOOKS A ROUND T HE W ORLD

2. + Overview I. Institutionalizing nation-states, nationalism, and transforming the masses into national citizens I. Global dynamic challenging the monocultural national narrative: valorization of humanity (cosmopolitanism) and diversity (multiculturalism) I. Cross-national study of history, civics, & social studies textbooks: findings & inferences

3. + I. Institutionalization A. The triumph of the nation-state blueprint B. The triumph of the political incorporation dynamic C. The triumph of mass schooling as a nation- state project Institutionalizing nation-states, nationalism, and transforming the masses into national citizens

4. +

5. + II. Global dynamics A. Supra B. Sub-national Challenging the mono-cultural national narrative: activating the supra and the sub-national

6. + A. Supra - National Common humanity Human rights Global citizenship

7. + B. Sub-national Celebration of diversity Multiculturalism Group rights

8. + III. Cross-National Study A. Description of textbook data 1. Totals by Time Period 2. Nations Included B. Expected Findings C. Findings: Cross National Trends

9. + 600 history, civics, and social science textbooks from 77 countries Junior and senior secondary books From 1970 to 2008 A. Description of Textbook Data

10. + Textbooks Over Time Time PeriodNumber of Books 1960-19693 1970-197948 1980-1989141 1990-1999134 2000-2009229 TOTAL BOOKS600

11. + Nations Included ArgentinaColombiaGermanyJamaicaNicaraguaRomaniaTaiwan ArmeniaCosta RicaGhanaJapanNorth KoreaRussiaTanzania AustraliaCroatiaGreeceKenyaNorwaySerbia Trinidad & Tobago AustriaCzechoslovakiaGuatemalaLatviaPakistanSingapore Tunisia BahamasDenmarkGuyanaMacedoniaPalestineSloveniaTurkey BelarusEcuadorIndiaMalawiPanamaSouth AfricaUganda BelgiumEl SalvadorIndonesiaMexicoPeruSouth KoreaUnited Kingdom BoliviaEthiopiaIranMoroccoPhilippinesSpainUSA BiHFinlandIrelandNorthern IrelandPortugalSwedenUSSR BulgariaFranceIsraelNamibiaPR ChinaSwitzerlandVenezuela CanadaGeorgiaItalyNepalPuerto RicoSyriaYugoslavia

12. + An increase in textbook emphases that focus on the wider world, global issues, and international organizations An increase in textbook emphases in sub-national groups such as women, children, immigrants, ethnic minorities, and indigenous peoples B. Expected Findings

13. + Valorization of Humanity Indicators mentioned as % of textbooksIndicators mentioned as % of countries

14. + Valorization of Diversity Group rights mentions as % of textbooks Group rights mentions as % of countries

15. + Child Centric Textbooks A. Examples A. Trends

16. + Example 1: Not a Child-Centered Textbook

17. + Example 2: A Child-Centered Textbook

18. + Table 1: Changes Over Time in Textbook Content

19. + Relevant Textbook Analyses Papers Francisco O. Ramirez, Patricia Bromley, and Susan Garnett Russell, “The Valorization of Humanity and Diversity,” Multicultural Education Review: An International Journal: 1. 25-99, 2009. John W. Meyer, Patricia Bromley, and Francisco O. Ramirez, “Human Rights in Social Science Textbooks: Cross-national Trends and Analyses, 1975-2006.” Sociology of Education (forthcoming) 2010. Patricia Bromley, John W. Meyer, and Francisco O. Ramirez, “Student-Centeredness in Social Science Textbooks, 1970- 2008: A Cross-National Study. (Under review)

20. + Concluding Thoughts World Beyond Nationalism Schools: From Laboratories of Nationalism to Promoters of Common Humanity and Valorized Diversity Human Rights and Human Rights Education Multiculturalism