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This chapter examines how Argentine school textbooks from 1976 to 2022 have represented Indigenous peoples and migrant communities, with a focus on the last dictatorship and subsequent democratic periods. The “different other” concept analyses how these groups are portrayed across changing political and educational contexts. The study explores how narratives of inclusion, marginalisation, and cultural diversity are constructed or omitted within curricular content. Adopting a diachronic perspective, the research draws on Critical Curriculum Theory, historiography, and textbook studies to trace how publishing practices and state policies have shaped educational representations. The analysis centres on history and social science textbooks at primary and secondary levels. Methodologically, the study combines documentary, content, and textual analysis of curricular regulations and textbooks. It examines shifts in visual and textual representations, levels of inclusion and erasure, and how these relate to dominant political ideologies across various periods.

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The “Different Other” in Argentine Textbooks: Indigenous and Migrant Representations Across Political Regimes (1976–2022)

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  • 发表日期：

    2026年

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  • Graciela María Carbone

摘要

This chapter examines how Argentine school textbooks from 1976 to 2022 have represented Indigenous peoples and migrant communities, with a focus on the last dictatorship and subsequent democratic periods. The “different other” concept analyses how these groups are portrayed across changing political and educational contexts. The study explores how narratives of inclusion, marginalisation, and cultural diversity are constructed or omitted within curricular content. Adopting a diachronic perspective, the research draws on Critical Curriculum Theory, historiography, and textbook studies to trace how publishing practices and state policies have shaped educational representations. The analysis centres on history and social science textbooks at primary and secondary levels. Methodologically, the study combines documentary, content, and textual analysis of curricular regulations and textbooks. It examines shifts in visual and textual representations, levels of inclusion and erasure, and how these relate to dominant political ideologies across various periods.