Literaturnachweis - Detailanzeige
Autor/inn/en | Skinner, Nadine Ann; Bromley, Patricia |
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Titel | Rights, Conflict, and Removal: Depictions of Indigenous Groups in Californian and Texan History Textbooks, 1836-2019 |
Quelle | In: Journal of Curriculum Studies, 55 (2023) 2, S.203-222 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Skinner, Nadine Ann) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
DOI | 10.1080/00220272.2023.2177123 |
Schlagwörter | Textbooks; Textbook Content; History Instruction; United States History; Indigenous Populations; Civil Rights; Conflict; Educational History; High Schools; Violence; Land Settlement; Diversity; Empowerment; State Policy; Negative Attitudes; American Indians; American Indian History; Racism; California; Texas Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; History lessons; Geschichtsunterricht; Sinti und Roma; Bürgerrechte; Grundrechte; Zivilrecht; Konflikt; History of education; Bildungsgeschichte; High school; Oberschule; Gewalt; Siedlungsraum; Negative Fixierung; American Indian; Indianer; Rassismus; Kalifornien |
Abstract | Formal schooling in the U.S. has a long and violent history towards Indigenous peoples, today morphing into exclusion and erasure. Using a novel longitudinal dataset of U.S. textbooks (n = 193) from California and Texas, published from 1850 to 2019, we seek to shine light on the issue through a comprehensive analysis of depictions of Indigenous peoples in high school history textbooks. Despite extensive violence, over time, we find parallel increases in mentions of Indigenous rights in the two states. We complement this longitudinal analysis with a detailed snapshot of the linguistic nuances in a sub-set of the contemporary books in the sample (n = 33) via natural language processing (NLP). We again observe similar patterns between states, but we find that most of the discourse sentiment is negative and focused on historic conflicts with the state and settlers. Although rights are mentioned, it is only in passing discussions. Our findings illustrate that the rise of liberal narratives of equality still permit a high degree of marginalization of minorities. Further, the similarities between states supports theories that view the production of this curricular content is primarily a product of national or global processes. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |