Textbooks, as a curriculum document text, are subject to nonlinear entry and points of interpretation and implementation. The interpretation of its content is dependent on the reader or the writer, thus making it open to multimodal ways of meaning-making that underscore rhizomatic tendencies. Delueze and Guattari (A thousand plateaus: capitalism and schizophrenia, University of Minnesota Press, Minneapolis, 1987) introduced the rhizome as a metaphor in curriculum theorizing as a lens of interpreting curriculum documents such as textbooks. Researches in history textbook analyses have taken grounds because of the shift from knowledge mastery to skills acquisition and subject integration. Rhizotextual content analysis of Philippine textbooks, however, remains scant. This study reviewed nine (9) Philippine secondary textbooks in history sourced from three (3) leading publishing houses, which yielded two (2) rhizomatic tendencies culled from the weaving of knowledge development, application and assessment.

中文翻译：

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菲律宾历史教科书的根源分析

教科书作为课程文档文本，受非线性条目以及解释和实施要点的约束。其内容的解释取决于读者或作者，因此使其对强调根际趋向的多式联运的意义表达方式持开放态度。Delueze和Guattari（一千个高原地区：资本主义和精神分裂症，明尼苏达大学出版社，明尼阿波利斯，1987年）将根茎作为课程理论化的一个隐喻，作为解释课程文件（如教科书）的镜头。由于从知识掌握到技能获取和学科整合的转变，历史教科书分析的研究取得了进展。然而，对菲律宾教科书的根际内容分析仍然很少。