Cited by

Cited by 10 other publications

Liu, Yongbing
2005. The Construction of Pro-Science and Technology Discourse in Chinese Language Textbooks. Language and Education 19:4  pp. 304 ff. DOI logo
Myskow, Gordon
2017. Surveying the historical landscape: the evaluative voice of history textbooks. Functional Linguistics 4:1 DOI logo
Myskow, Gordon
2018. A framework for analyzing evaluative language in historical discourse. Functions of Language 25:3  pp. 335 ff. DOI logo
Myskow, Gordon
2019. Calibrating the ‘right values’: the role of critical inquiry tasks in social studies textbooks. Visual Communication 18:1  pp. 31 ff. DOI logo
Oteíza, Teresa & Derrin Pinto
2008. Agency, responsibility and silence in the construction of contemporary history in Chile and Spain. Discourse & Society 19:3  pp. 333 ff. DOI logo
Rajandran, Kumaran
2013. Us and Them: The Portrayal of Malaysians and British in Malaysian History Textbooks. Journal of Asian and African Studies 48:3  pp. 313 ff. DOI logo
Su, Ya-Chen
2007. Ideological Representations of Taiwan’s History: An Analysis of Elementary Social Studies Textbooks, 1978–1995. Curriculum Inquiry 37:3  pp. 205 ff. DOI logo
Xiong, Tao
2014. Shallow Environmentalism: A Preliminary Eco-Critical Discourse Analysis of Secondary School English as a Foreign Language (EFL) Texts in China. The Journal of Environmental Education 45:4  pp. 232 ff. DOI logo
Xiong, Tao & Yamin Qian
2012. Ideologies of English in a Chinese high school EFL textbook: a critical discourse analysis. Asia Pacific Journal of Education 32:1  pp. 75 ff. DOI logo
Xiong, Tao & Zhou-min Yuan
2018. “It Was Because I Could Speak English That I Got the Job”: Neoliberal Discourse in a Chinese English Textbook Series. Journal of Language, Identity & Education 17:2  pp. 103 ff. DOI logo

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