Bibliographic record
Abstract
This chapter presents an analysis of the visual image of globalization. A study on how the so-called globalization process is ‘pictured’ in social sciences educational textbooks around the globe. A comparative analysis has been made of textbooks for students in the last compulsory level before university in 19 countries: Europe (Portugal, Italy, Norway, Spain, Austria, Germany, Moldavia, England, France, Netherlands), Africa (South Africa), Asia (India) America (Uruguay, Canada, USA, Guatemala, Chile, Brazil) and Australia (Australia). By drawing a comparison between these countries, focusing on the decade 2000-2010, it extracts the most repeated images, patterns of visual meaning and possible hidden iconographic programs. Our sources, obtained through intensive research in Georg-Eckert Institute for International Textbook Research, Germany, consist on textbook scanned pages, photographs inserted in those pages, maps, diagrams, drawings and paintings shown in the specific chapters dedicated to globalization in the selected sample of textbooks. Textbooks are still defined and produced by nation states; that make them holders of ‘legitimate knowledge’ from an academic, political and educational view. Moreover, visual materials are ubiquitous in these textbooks and of the foremost importance conveying ‘not explicit’ knowledge that sometimes stays in students much more than the text itself, creating a visual imagery where stereotypes and preconceptions hold. This research jumps into that field using a social semiotics methodology extracting patterns of visual meaning in two dimensions: visual expression (using Basil Bernstein and social semiotics’ concepts of classification, framing and formality) and contents. It answers questions such as: How is the concept of globalization constructed through the images in school textbooks around the world? And, is there an iconographic program in the teaching of globalization worldwide? The findings open the discussion about the role of textbooks in visual literacy, the international homogenization of ideas and how world-orders are legitimized by textbooks imagery.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.002 | 0.012 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".