A problematic legacy: diversity in American reading textbooks
| Autor: | Maria Padrós Cuxart, Lindsay Pettit, Catherine Compton-Lilly, Yanli Timm, Shuning Liu |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Cultural Studies
Linguistics and Language media_common.quotation_subject 05 social sciences Equity (finance) 050109 social psychology Gender studies 050105 experimental psychology Education Race (biology) Work (electrical) Reading (process) Multiculturalism Culturally responsive 0501 psychology and cognitive sciences Sociology media_common Diversity (politics) |
| Zdroj: | Journal for Multicultural Education. 13:289-301 |
| ISSN: | 2053-535X |
| DOI: | 10.1108/jme-12-2017-0069 |
| Popis: | Purpose This conceptual paper aims to explore biases in reading textbooks that have been used to teach generations of Americans, including children in urban communities. While these texts are no longer used, the images they present and the ideas embedded in these texts unfortunately contribute to who we are as a nation. Design/methodology/approach These texts were identified by Catherine Compton-Lilly as she trolled the historical archives of a major university. Findings In addition to an analysis of historic texts, more recent attempts to create culturally responsive texts often designed to serve children in urban communities are examined, and the learnings from these attempts are being explored. Practical implications This conceptual paper points to the need for systematic analyses of biases operating in textbooks that are currently used in schools. Originality/value This work reveals and explores one way in which historical bias has historically infected the early learning experiences of young children in the USA. |
| Databáze: | OpenAIRE |
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