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010   $a9783031503535
010   $a3031503538
024 7 $a10.1007/978-3-031-50353-5
035   $a(CKB)30377640800041
035   $a(MiAaPQ)EBC31281848
035   $a(Au-PeEL)EBL31281848
035   $a(OCoLC)1443084652
035   $a(DE-He213)978-3-031-50353-5
035   $a(EXLCZ)9930377640800041
100   $a20240208d2024      u|         0
101 0 $aeng
135   $aur|||||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMisrepresentation and Silence in United States History Textbooks $eThe Politics of Historical Oblivion /$fby Mneesha Gellman
205   $a1st ed. 2024.
210  1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2024.
215   $a1 online resource (131 pages)
225 1 $aPalgrave Studies in Educational Media,$x2662-737X
311 08$a9783031503528 
327   $a1. 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.
330   $aThis open access book investigates how representation of Native Americans and Mexican-origin im/migrants takes place in high school history textbooks. Manually analyzing text and images in United States textbooks from the 1950s to 2022, the book documents stories of White victory and domination over Black, Indigenous, and People of Color (BIPOC) groups that disproportionately fill educational curricula. While representation and accurate information of non-White perspectives improves over time, the same limited tropes tend to be recycled from one textbook to the next. Textual analysis is augmented by focus groups and interviews with BIPOC students in California high schools. Together, the data show how misrepresentation and absence of BIPOC perspectives in textbooks impact youth identity. This book argues for an innovative rethinking of US history curricula to consider which stories are told, and which perspectives are represented.
410  0$aPalgrave Studies in Educational Media,$x2662-737X
606   $aEducation$xCurricula
606   $aEducation
606   $aChildren
606   $aCitizenship$xStudy and teaching
606   $aEducation and state
606   $aUnited States$xHistory
606   $aSocial justice
606   $aCurriculum Studies
606   $aChildhood Education
606   $aCitizenship Education
606   $aEducational Policy and Politics
606   $aUS History
606   $aSocial Justice
615  0$aEducation$xCurricula.
615  0$aEducation.
615  0$aChildren.
615  0$aCitizenship$xStudy and teaching.
615  0$aEducation and state.
615  0$aUnited States$xHistory.
615  0$aSocial justice.
615 14$aCurriculum Studies.
615 24$aChildhood Education.
615 24$aCitizenship Education.
615 24$aEducational Policy and Politics.
615 24$aUS History.
615 24$aSocial Justice.
676   $a973.0712
700   $aGellman$b Mneesha$01603609
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910829580803321
996   $aMisrepresentation and Silence in United States History Textbooks$94169540
997   $aUNINA