Exclusion as Political: Rebuilding the American Masculine Identity Through High School History Textbooks
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This thesis examines how high school history textbooks’ depictions of the War on Terror reinforce the construction of an American masculine identity. Using a critical discourse analysis, it charts how textbooks mobilize the American identity around the tools of linking, differentiation, and hierarchization to legitimize its foreign policy through the construction of a “Self” and an “Other”. In identifying how textbooks are simply an “arm of the state”, this study displays how, through discursively enacting narratives that rely upon this construction, textbooks act as a site that help to reconstitute and rebuild the American masculine identity. In sum, this thesis demonstrates how not only is the state gendered, but so too are textbooks.
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http://purl.org/coar/resource_type/c_1843
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en