Pearl Harbor in Japanese high school history textbooks

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.

Myskow, Gordon

2017. Surveying the historical landscape: the evaluative voice of history textbooks. Functional Linguistics 4:1

Myskow, Gordon

2018. A framework for analyzing evaluative language in historical discourse. Functions of Language 25:3 ► pp. 335 ff.

Myskow, Gordon

2019. Calibrating the ‘right values’: the role of critical inquiry tasks in social studies textbooks. Visual Communication 18:1 ► pp. 31 ff.

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.

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.

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.

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.

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.

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.

This list is based on CrossRef data as of 28 november 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.