Storytelling as Methodology: Colombia’s Social Studies Textbooks after La Constitución de 1991

• Daza, Stephanie L. ^[1]
  1. [1] Manchester Metropolitan University

     Manchester Metropolitan University

     Reino Unido

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 2, Nº. 3, 2013 (Ejemplar dedicado a: October. Special Issue), págs. 242-276
• Idioma: inglés
• DOI: 10.4471/qre.2013.28
• Títulos paralelos:
  • Cuentacuentos como Metodología: Los Libros de Texto de Ciencias Sociales de Colombia Después de la Constitución de 1991
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo se plantea el concepto-metáfora de la "cuentacuentos como metodología" para leer un libro de texto de Ciencias Sociales de Colombia después La Constitución de 1991. Examina la interacción temporal y la interacción entre los textos y las imágenes de apoyo en el libro de texto para analizar el imperialismo estadounidense, raza/diferencia, y el discurso del progreso. Al mismo tiempo, el artículo se basa en las perspectivas teóricas de Gayatri Spivak en su intento de hacer un trabajo académico transnacional dentro de los límites de la traducción.

  • English

    This article posits the concept-metaphor of “storytelling as methodology” for reading a Colombian social studies textbook after the country ratified a new constitution in 1991. It examines temporal interplay and the interplay between visual and written texts in the textbook in order to analyze US imperialism, race/difference, and the discourse of progress. At the same time, the article draws on the theoretical perspectives of Gayatri Spivak in its attempt to perform transnational academic work within the limits of translation.

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