A critical case study of selected U.S. history textbooks from a tribal critical race theory perspective.

Autor/in	Padgett, Gary
Titel	A critical case study of selected U.S. history textbooks from a tribal critical race theory perspective.
Quelle	In: Qualitative report, 20 (2015) 3, S. 153-171Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 167-168
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Bild; Geschichtsunterricht; Indianer; Schulbuch; USA; Schulbuch; Geschichtsunterricht; Bild; Indianer; USA
Abstract	The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians and analyzed how that information was portrayed. The exploratory question that guided this study was, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Janesick, 2004; Rubin & Rubin, 2005). The Five Great Values, as developed by Sanchez (2007), are Generosity and Sharing, Respect for Women and the Elderly, Getting Along with Nature, Individual Freedom, and Courage and were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address issues from an indigenous perspective. This study found that while overt racism has declined, colonialism and assimilation were still used as models when American Indians were depicted in the five selected textbooks. It also discovered the portrayal of American Indian women to be particularly influenced by the models of colonialism and assimilation.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1