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This article presents a history of the visual merchandising of American firearms from the mid-19th century until the present day. Although the scholarly literature has investigated visual representations of guns in advertising and popular media, it has paid far less attention to how sellers have displayed these objects at or near the point of purchase.

Primary sources include frescoes, engravings and photographs, plus papers, advertising and illustrations in popular newspapers and trade magazines. These and other period visual data are supplemented by secondary sources from a variety of fields, especially retailing and firearms history.

Evidence shows that American firearms were merchandised visually by Samuel Colt at three world expositions in the 1850s, by gunmakers and retailers in the latter 19th century, by Winchester and Remington dealers in the 1920s and 1930s, by high- and low-end retailers in New York in the first half of the 20th century and by gun stores, auctions and shows up to the present day.

The history of visual merchandising generally has focused upon major department stores, their alluring street-front windows and their fancy interior displays. This research explores past and present visual merchandising of firearms by manufacturers and smaller retailers. To the best of the author’s knowledge, it is the first such history of the subject.

The purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education.

The authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting hate and influencing policy and practice.

Although 2 % of the US population identifies as Jewish, 11% of incidents educators reported were classified as antisemitic. Education is the key to fighting antisemitism and Holocaust denial (Greene et al., 2021; Stanton and Marcus, 2019). The authors make recommendations for addressing antisemitism, including addressing antisemitic incidents, the importance of Holocaust studies, the need for religious literacy, fighting the banning of books and narrowing the school curriculum. The authors ended by reinforcing the need for Jewish people to be included in multicultural, culturally responsive, anti-bias education and the need for “Heb-crit” as a sub-study of critical race theory.

Anti-bias education must include antisemitism and show how connected hatred is rather than having groups compare their struggles. The authors explained the diversity among Jewish people to highlight the complexity of an identity group that is often inaccurately oversimplified.

There is a need for scholarship on modern-day antisemitism and internalized antisemitism and reflective narratives as commonly used in Black and Latinx studies (Rubin, 2020). With the rise in Holocaust denial and antisemitic groups (Southern Poverty Law Center, 2024), it is important to advocate and teach about these topics, which are not often discussed in PK-12 or Schools of Education (Muller, 2022).