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Misrepresentation and silence in United States history textbooksthe politics of historical oblivion /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Misrepresentation and silence in United States history textbooksby Mneesha Gellman.
Reminder of title:	the politics of historical oblivion /
Author:	Gellman, Mneesha.
Published:	Cham :Springer Nature Switzerland :2024.
Description:	xxi, 117 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Curriculum Studies.
Subject:	United States
Online resource:	https://doi.org/10.1007/978-3-031-50353-5
ISBN:	9783031503535$q(electronic bk.)

Misrepresentation and silence in United States history textbooksthe politics of historical oblivion /
Gellman, Mneesha.

Misrepresentation and silence in United States history textbooksthe politics of historical oblivion /[electronic resource] :by Mneesha Gellman. - Cham :Springer Nature Switzerland :2024. - xxi, 117 p. :ill., digital ;24 cm. - Palgrave studies in educational media,2662-737X. - Palgrave studies in educational media..

1. Why and How Textbooks Matter for Youth Wellbeing -- 2. Misrepresentation in Educational Media (1954-1999) -- 3. Textbooks in far Northern California High Schools in 2007-2022 -- 4. Teaching to the Test: Undermining Academic Rebellion (2020s) -- 5. Kids These Days: Ethnographic Evidence on the Impact of Textbook Misrepresentation -- 6. Conclusion: In Need of a Curricular Revolution.

Open access.

This open access book investigates how representation of Native Americans and Mexican-origin im/migrants takes place in high school history textbooks. Manually analyzing text and images in United States textbooks from the 1950s to 2022, the book documents stories of White victory and domination over Black, Indigenous, and People of Color (BIPOC) groups that disproportionately fill educational curricula. While representation and accurate information of non-White perspectives improves over time, the same limited tropes tend to be recycled from one textbook to the next. Textual analysis is augmented by focus groups and interviews with BIPOC students in California high schools. Together, the data show how misrepresentation and absence of BIPOC perspectives in textbooks impact youth identity. This book argues for an innovative rethinking of US history curricula to consider which stories are told, and which perspectives are represented.

ISBN: 9783031503535$q(electronic bk.)

Standard No.: 10.1007/978-3-031-50353-5doiSubjects--Topical Terms:

274574
Curriculum Studies.
Subjects--Geographical Terms:

236377
United States

LC Class. No.: E184.A1

Dewey Class. No.: 973.04

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520 $a This open access book investigates how representation of Native Americans and Mexican-origin im/migrants takes place in high school history textbooks. Manually analyzing text and images in United States textbooks from the 1950s to 2022, the book documents stories of White victory and domination over Black, Indigenous, and People of Color (BIPOC) groups that disproportionately fill educational curricula. While representation and accurate information of non-White perspectives improves over time, the same limited tropes tend to be recycled from one textbook to the next. Textual analysis is augmented by focus groups and interviews with BIPOC students in California high schools. Together, the data show how misrepresentation and absence of BIPOC perspectives in textbooks impact youth identity. This book argues for an innovative rethinking of US history curricula to consider which stories are told, and which perspectives are represented.
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