Introducing Ancient Asia to the Classroom: a case study of Spring County high schools in the U.S.
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Representing Asian entities as ancient, eternal, and timeless, the West creates an imaginary time gap between the West and Asia. The modern image of the West is complemented by the backwardness of the Orient. I examine whether the two distinct temporal frames are still circulated in the current Western world. In order to answer the question, I examine the history curriculum of U.S. education. I collected the data of what teachers teach as part of world history and how they instruct students in the ancient Asian section which falls into the period before 500 AD. The data on the curriculum was collected through a questionnaire accompanied by a follow‐up interview. Thirteen history teachers from nine high schools in Spring County were participated in the survey. For the theoretical framework, I review the works of postcolonial scholars who unpack a particular set of ideas and practices intersecting with the hegemonic construction of the past. The data is discussed with the opinions of the postcolonialists. In the final section, I discuss how teachers can go beyond reproducing the Western discourses on Asia.
Abstract
Representing Asian entities as ancient, eternal, and timeless, the West creates an imaginary time gap between the West and Asia. The modern image of the West is complemented by the backwardness of the Orient. I examine whether the two distinct temporal frames are still circulated in the current Western world. In order to answer the question, I examine the history curriculum of U.S. education. I collected the data of what teachers teach as part of world history and how they instruct students in the ancient Asian section which falls into the period before 500 AD. The data on the curriculum was collected through a questionnaire accompanied by a follow‐up interview. Thirteen history teachers from nine high schools in Spring County were participated in the survey. For the theoretical framework, I review the works of postcolonial scholars who unpack a particular set of ideas and practices intersecting with the hegemonic construction of the past. The data is discussed with the opinions of the postcolonialists. In the final section, I discuss how teachers can go beyond reproducing the Western discourses on Asia.
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