ABSTRACT This study used content analysis to explore the way in which primary grade school textbooks in Georgia cover multicultural content. Seventeen primary grade textbooks for all subjects were assessed with Relational Qualitative Content Analysis, which included five subcomponents: (1) ethnocentric approaches; (2) promoting intolerance; (3) stereotyping; (4) classification of different groups (invalid, enemies, others, etc.), and (5) accuracy and scope of information. The research revealed important shortcomings in each of the components mentioned above and makes important suggestions for National Curriculum and school textbook reforms in Georgia

中文翻译：

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佐治亚州学校教科书中的跨文化内容和观点

摘要 本研究使用内容分析来探索佐治亚州小学教科书涵盖多元文化内容的方式。所有科目的 17 种小学教科书都通过关系定性内容分析进行评估，其中包括五个子组件：（1）种族中心主义方法；(2) 宣扬不容忍；(3) 定型；(4) 不同群体的分类（无效、敌人、其他人等），以及 (5) 信息的准确性和范围。该研究揭示了上述每个组成部分的重要缺陷，并为佐治亚州的国家课程和学校教科书改革提出了重要建议