Introduction
Gitanos were the main target of racist prejudice and discrimination (Calvo
Buezas, 1997; Colectivo IOE, 2001; Manzanos Bilbao, 1999; Martn Rojo
et al. 1994; SOS Racismo, 2000, 2001, 2002, 2003; Van Dijk, 2003).
There are several other reasons to examine the representation of
immigration and minorities in Spanish textbooks. First of all, several
studies suggest that increasing immigration has been accompanied by
increasing racism, and that in that respect Spain has become more and
more like the other countries in Western Europe. Secondly, however, in
some respects Spain may be different than other western European
countries, for instance because of its own experiences of emigration and
the period of fascism under Franco. These experiences might have
created more pronounced ideologies of solidarity as a possible protection
against racism. Arguments for such a position might be the absence of
racist parties -- ubiquitous elsewhere in most Western Europe and of
racist media and tabloids, as we know them from the UK and Germany.
In the present paper, thus, it is interesting to investigate whether
such a special situation of Spain if it is true would also be true to
textbooks. In this case we may compare to results of textbook research in
other countries which were at the same stage of immigration as Spain
has been in the last decade.
Racist discourse
genres
involved,
racist
discourse
has
number
of
Racism in textbooks
Stereotyping:
etc.)
Technologically
are
attributed
many
advanced,
positive
democratic,
characteristics:
well-organized,
violent,
criminal,
illegal,
using
drugs,
authoritarian,
the
absence,
denial
or
mitigation
of
the
negative
Spanish Textbooks
Catalan textbook
translations of Catalan words used in the text whereas single quotes have the
usual functions of special uses of words, and so on).
A first categorization and polarization between the developed and the
underdeveloped world is made according to different demographic models,
with high and low birth rates, respectively (pp. 166 ff.). The demographic
explosion in the underdeveloped countries (nearly all in the South, and
appropriately colored orange on the world map, p. 167), which is also described
as a consequence of medical and sanitary advances (coming from the
developed world) is thus compared to the sometimes negative population
growth in the developed countries in the North (colored green on the map). Low
birth rates in the developed countries is explained in terms of increasing numbers
of women entering the work force and different attitudes about having children
now these are no longer needed for economic reasons. Rather strangely, no
mention
is
made
of
the
increasing
use
of
anticonception.
For
the
underdeveloped world, high birth rates are explained in terms of the economic
necessity of having many children, the social marginalization of women, and
religious beliefs. No such references are made for the religious beliefs in
developed nations such as the USA or Spain, and it is implied that women in the
South do not work, and hence more easily can have babies. These few
passages already suggest a rather generalized, if not stereotypical, polarization
between developed and underdeveloped nations, if only as far as their
demography is concerned. A picture of a well dressed, middle class, well to do
white family, seated at a table with much food, and with one child, two parents,
two grandparents (and a cat), all smiling (except the cat), and in bright colors, is
shown next to a picture of a very poor mestizo family in the countryside, with
many children, barefoot and dressed very poorly, standing in front of a very
simple house made of wooden sticks, and overall colored in brown like the soil
they are standing on. That is, the picture illustrates and emphasizes the
polarization provided in the text. No mention is made of rich nations, classes or
people in the South or of poor people in the North.
A separate chapter is dedicated to migration and population structure (pp.
172 ff). Migration is explained in terms of economic inequality in the world.
Several pictures on the first page of the chapter illustrate the multicultural
population in the UK, a Muslim woman in Berlin, and a poor family from
Ecuador (without indication of where they are, but implicitly suggested that they
reside in Spain). As conditions that favor immigration are mentioned that
necessities of people are not satisfied in the country where they live (whereas
they can be satisfied in the country where they are going), the media that
transmit information about the new country so that people can compare with their
own circumstances, and means of transport to reach the other countries. No
mention is made of the necessities of the receiving countries, such as the need
for cheap, immigrant labor (as also the term Gastarbeiter suggests), as well as
because of increasingly low birth rates. Besides economic reasons and natural
causes (catastrophes), also social (religious, political, etc) reasons of migration
are mentioned. That the causes of immigration are in the South and not in the
North is explicitly formulated as follows:
The countries that receive immigrants consider that the number of foreign
workers they can take in is related to the number of vacancies they need
to fill. If these limits are exceeded, illegal flows may result of persons
involved in clandestine jobs and the hidden economy.
The fact that immigrants do not find work may cause social
problems ()
All this favors the arrival () of a large number of clandestine
immigrants through itineraries controlled by mafias who make money with
smuggling people and who even endanger the lives of the immigrants (p.
178).
The problem with such passages is not that they are totally wrong or
misguided, but rather that the selection of negative aspects of immigration and
immigrants creates a social representation that is predominantly negative. If only
a handful of things are being said about immigrants, and these are the same kind
of things the children hear from parents or friends or see on TV, then this can
only confirm established stereotypes. It would in that case be much more
A year later, the students of the third ESO grade get more information
about immigration in the next book of the series, Marca 3 (written by A. Albet
Mas, P. Benejam Arguimbau, M. Casas Vilalta, P. Comas Sol and M. Ollr
Freixa). Thus, in Chapter 3 about the population of the world, there is a section
on migrations today of two pages, with two pictures and a world map with arrows
indicating migration flows.
The first picture is of one of the pateras, that is, the little boats used by
undocumented immigrants crossing the Straits of Gibraltar. The second shows a
group of these immigrants sitting ashore with a police van behind them,
obviously having been captured by the Guardia Civil. Although the vast majority
of immigrants arrive by airplane, and through the airport of Madrid, Barajas, or
overstay after legal immigration, the prominent coverage of undocumented entry
by patera, and the often dramatic deaths of many immigrants by drowning,
suggest that most immigrants enter the country this way. The two pictures in the
textbook confirms this stereotype, and thus give a biased representation of how
the immigrants enter the country, at the same time emphasizing their illegality.
As in the previous volume, the text summarizes the main reasons for
immigration, and emphasizes that immigration is largely caused by globalization
and the difference in income between the rich North and the poor South, and
between Eastern and Western Europe. In this case it is also mentioned that the
rich countries needed cheap workers for their economy, but that they now apply
severe entry restrictions. So far so good: very succinct, but correct information.
When however the textbook provides a rather heterogeneous typology of
immigrants, it distinguishes between immigrants who are qualified, those without
education, women, undocumented immigrants and refugees.
In the section with assignments there are three pages more about
immigration First a map and some text gives some further information about
migration in the past, which includes the emigration of many Spanish people to
the Americas after the discovery of that continent. A second map, this time
with arrows indicating migration flows in and to Europe, and an interview with
well-known French deputy Sami Nar, provide more information and opinion
about immigration to Europe. The questions asked after this interview fragment
largely focus on illegal immigrants and the problems of immigration, but that is
only one aspect mentioned in the interview. Nar also talks about xenophobia,
racism and exclusion, and on some positive measures that may contribute to the
development of the countries of origin. No questions or assignments are related
to these aspects of immigration. In sum, despite the fact that the textbook cites a
prominent expert on immigration, its reading and focus of this fragment is again
biased and focused on problems and illegality.
The next section, on immigration to Australia, mentions that this country
has received immigrants from 150 different countries, and that although some
sectors of the population are proud of being a land of immigrants and that
immigration has economically, socially and culturally enriched the country,
among other sectors of the population anti-immigration sentiments have
emerged. A following question about this speaks of opinions against
immigration. In both cases we recognize the familiar euphemisms for racism,
and in both cases we observe the well-known impersonal expressions has
emerged and there are, instead of identifying the actual subjects of these
sentiments: the white (European) population of Australia.
The chapter on the cities of the world has a section that deals with their
multicultural nature and with immigration (p. 116 ff). It is first emphasized that
although in the developed countries there is a feeling of massive immigrants,
most immigration in the world takes place between countries in Asia or Africa. A
separate section provides concrete statistics. A next page focuses on the
consequences of immigration to the cities in the rich countries. A first two points
emphasize again the negative dimensions:
neighborhoods,
and
thus
implicitly
establishes
the
A Castilian Textbook
The second book I shall examine more closely is written in Castilian and
used in Madrid: Geografa e Historia. Ciencias Sociales, written by M. Burgos, J.
Calvo, V. Fernndez, M. Jaramillo, and F. Velzquez (Madrid, Anaya, 2002).
This means that whereas the Catalan textbook has special sections about
Catalonia, this textbook has special sections on the autonomous region of
Madrid.
Probably due to the general curriculum, the contents of the Catalan and
Castilian textbooks are very similar. Thus, of the 4 volumes, the first deals with
physical geography, and with prehistory and the first civilizations : Egypt,
Greece and Rome, including Roman Hispania.
The second volume, which will concern us here, has six sections, the first
on population and economic activity, the second on social and political
organization, the third on the cultural diversity of human groups, and the fourth,
the fifth and the sixth on medieval history. The first blocks feature several
lessons on the topics that interest us: immigration, ethnic minorities, African and
South America.
Migration is dealt with as part of the lesson on population. As is the case
in the Catalan textbook also this textbook makes a distinction between
underdeveloped and developed countries. The first have high birth rates,
vaguely explained by the lack of control over births, and the latter have low
birthrates, explained, as in the Catalan textbook, by the incorporation of women
in the world of work, and strangely also by the general aging of the
population (p. 15). Religious beliefs and traditional customs contrary to methods
of birth control are also mentioned as influencing birthrate, as well as economic
circumstances, for instance when families need their children to help them with
work on the land. Interestingly religious beliefs are thus mentioned as being
associated with high birth rates in underdeveloped countries, whereas until the
1970s and under Franco, the same was true in Spain, whose birthrate became
one of the lowest in the world in the 1990s.
Migration is explained in terms of hunger, looking for work, the wish to
improve life, wars, and political and religion persecution, as is also the case in
the Catalan textbook. Again, no economic causes of the receiving countries are
mentioned, so that the benefits of immigration only appear to be for those who
immigrate. This is also the reason why this book uses the word to face, that is,
something that is a problem:
Again, we find the same problems as in the Catalan textbook: racism and
xenophobia are mentioned only in one sentence, are formulated as something
that simply occurs, as a natural phenomenon, and is not explicitly attributed to
(Spanish) people. Moreover in Spanish the metaphor brotes is used, which
literally means shoots of a plant, and which is normally used to refer to
something that is incipient, and still small or reduced. This confirms the
association of racism with nature, and also mitigates its magnitude. The use of
the euphemism feelings of rejection (sentimientos de rechazo) further confirms
this well-known strategy of de-emphasizing our bad things. In a special report of
one page about immigration to Europe the same euphemism is used as one of
the factors that make integration difficult for most immigrants, together with
problems of language, customs, lacking residence and work permits. Though
very succinctly, this book thus mentions that immigrants also have difficulties in
Europe. Unlike the Catalan textbook it does not associate immigrants as
explicitly with problems and illegality.
One of the next sections in the book deals with different types of societies
and cultures, such as traditional (now virtually extinct) hunter-gatherer and
agrarian societies and (post) industrial societies, the first associated with the
Third World, and the latter with Europe. Also the pictures suggest this
polarization of the representation of societies and peoples: hunter-gatherers and
a village of adobe huts, and a black woman working the land with a child on her
back, on the one hand, and a picture of (white) people working on a computer,
on the other hand. The general distinction made between underdeveloped and
developed (p. 60) further emphasizes this overgeneralization.
Again, as such there is no problem associating for instance poor or
agrarian societies with the Third World or with Asia, Africa and Latin America,
and (post) industrial society with the North. The problem is the unnecessary
racism and a very marked case of minimizing our (white, European, Spanish)
bad things.
Unlike the Catalan textbook, this Castilian textbook also deals with the
cultural diversity of the various regions of the world (Western Europe, North
America, Latin America, North Africa, etc.), although most of this information
deals with the usual geographical facts about states: population, political
organization, resources, industry, and so on. We read much on highly developed
commerce, industry, and so on, but not a word on immigration, minorities, and
the contribution of immigrants to the wealth of Europe. Nor a word on the colonial
history of Europe as another explanation of its riches (although the next sections
on other parts of the world brief mention colonialism, without a further description
of its forms and consequences).
On North America a few lines mention the white protestant population and
the ethnic minorities. No information about the history of slavery, segregation,
and contemporary racism. Of Iberoamerica we only read this about the
population:
The
Hispanic
and
Portuguese
colonization
also
gave
rise
in
The final sections of the book are historical and deal with the Middle
Ages. As is the case for the Catalan textbook, we also here find rather extensive
information about Islam and the Muslim occupation of Spain. Generally, these
pages emphasize the many economic, agricultural and cultural contributions of
the Muslim occupation of Spain, including details about new crops and new
techniques of irrigation, as well as other inventions. The section is strictly
historical. We do not find any information about contemporary Islam, or Muslim
immigrants in Spain.
Volume 3
The third volume of this textbook largely deals with a repetition and
further elaboration of geographical notions, such as the physical properties of the
earth and of Spain, weather, population, agrarian and industrial spaces, and so
on.
As in the previous volume there is some information about migration, but
this is very general and does not apply specifically to Spain and Europe. In an
attempt at a typology, one of the categories proposed is to categorize migration
by its (il)legality (p. 63). Also in this volume the information about racism is
limited to one single sentence: () the last years has seen the emergence of
xenophobia and racism. (p. 76). No further information about where, by whom,
against whom, and so on. Only brief information is given about where people
come from and where they are going. In the chapter on the Spanish population
there is some more information about immigration: Spain used to be a land of
emigration but now has become a land of immigration, a fact illustrated with
some statistics about where most immigrants come from, where they settle in
Spain and in which jobs they find work. A picture shows, quite stereotypically,
two immigrants collecting garbage. No mention is made of the thousands of
students, especially from Latin America, who come to Spain to do their PhD, and
without whom many PhD programs in Spain would cease to exist because of
lacking students. The only other social information that is given about the
immigrants is that they frequently have difficulties to integrate themselves and
that many of them do not have papers and hence staying in the country
illegally.
No further explanation is given about the lack of integration, and why the
description is given a reflexive form (integrate themselves) as if integration is
only a one-way process. We do not even find one single remark on this special
Also the north-African immigrants who come to Europe and the Latin
Americans who arrive in the United States have integration problems,
because in both cases they encounter great difficulties being accepted by
the countries to which they emigrate. In all cases the main problem is
integration and the acceptance of differences in the framework of respect
between groups. (p. 96).
Apart from the rather simplistic and redundant formulation, also this
passage shows that the authors have really very little to say about immigrants,
other than repeating stereotypes about lacking integration, and a very mitigated
version in passive voice of what might be interpreted as discrimination: they
encounter difficulties being accepted. The students have to learn more about
the crops, natural resources, animals or types of landscapes in various parts of
the world, then about one of the major phenomena of our time, immigration, or
about one of the major problems of Europe: racism. Since all textbooks are
virtually the same, it should be concluded that the main problem resides in the
curriculum and the limited conception of geography.
Conclusions
other countries, and in particular of dealing with migration, its causes and
consequences. These problems may be summarized as follows:
generalized for all textbooks currently used in Spain. This may also mean that
the general curriculum does not insist on including the kind of information that is
now obviously lacking.
The consequence for the learning process of adolescents in Spain is
serious: They are not prepared for active and adequate participation in an
increasingly multicultural society. They lack knowledge and insight into one of the
most important social issues of our time, immigration and racism, and have not
been prepared for daily interaction with fellow citizens from other countries and
cultures. Ignorant about what racism means they will not be able to recognize it
when they see it, nor be able to take into account the serious difficulties
immigrants may experience who are victims of everyday racism. In sum, on the
basis of our analysis we must conclude that current textbooks and curricula in
Spain need serious revision if they want to contribute to the necessary
knowledge and abilities of the citizens in a multicultural society.
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