A problematic legacy: diversity in American reading textbooks
Journal for Multicultural Education
ISSN: 2053-535X
Article publication date: 3 September 2019
Issue publication date: 18 November 2019
Abstract
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.
Keywords
Acknowledgements
The research described in this article was supported by a Jeanne S. Chall Research Grant from the Harvard Graduate School of Education.
Citation
Compton-Lilly, C., Liu, S., Padrós Cuxart, M., Pettit, L. and Timm, Y. (2019), "A problematic legacy: diversity in American reading textbooks", Journal for Multicultural Education, Vol. 13 No. 4, pp. 289-301. https://doi.org/10.1108/JME-12-2017-0069
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited