2,183
Views
51
CrossRef citations to date
0
Altmetric
Features

Cultural Parallax and Content Analysis: Images of Black Women in High School History Textbooks

&

References

  • Alridge, D. (2006). The limits of master narratives in history textbooks: An analysis of representations of Martin Luther King, Jr. Teachers College Record, 108, 662 –686. doi:10.1111/tcre.2006.108.issue-4
  • Anderson, S. A., & Metzger, S. A. (2011). Slavery, the civil war era, and African American representation in US history: An analysis of four states’ academic standards. Theory & Research in Social Education, 39, 393 –415. doi:10.1080/00933104.2011.10473460
  • Apple, M. (1986). Teachers and texts: A political economy of class and gender relations in education. New York, NY: Routledge & Kegan Paul.
  • Avery, P. G., & Simmons, A. M. (2000/2001). Civic life as conveyed in U.S. civics and history textbooks. International Journal of Social Education, 15, 105 –130.
  • Banks, J. A. (1969). Analysis of the Black American in textbooks. Social Education, 33, 954 –957. 963.
  • Banks, J. A. (1993). Approaches to multicultural curriculum reform. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives. Boston, MA: Allyn & Bacon.
  • Berger, J. (1973). Ways of seeing. London, UK: Penguin Books.
  • Boorstin, D. J. (1961). The image: A guide to pseudo-events in America. New York, NY: Atheneum.
  • Boorstin, D., & Kelley, B. (1992). A history of the United States. Needham, MA: Prentice Hall.
  • Brown, A. L., & Brown, K. D. (2010). Strange fruit indeed: Interrogating contemporary textbook representations of racial violence toward African Americans. Teachers College Record, 112(1), 31 –67.
  • Brown, A. L., Crowley, R. M., & King, L. J. (2011). Black civitas: An examination of Carter Woodson’s contributions to teaching about race, citizenship, and the Black soldier. Theory & Research in Social Education, 39, 278 –299. doi:10.1080/00933104.2011.10473455
  • Cayton, A., Perry, E. I., Reed, L., & Winkler, A.M. (1988). America: Pathways to the present. Needham, MA: Prentice Hall.
  • Cha-Jua, S. K., & Weems, R. E. (1994). Coming into focus: The treatment of African-Americans in post-Civil War United States history survey texts. The Journal of American History, 80, 1408 –1419. doi:10.2307/2080607
  • Chick, K. A. (2006). Gender balance in K–12 American history textbooks. Social Studies Research and Practice, 1, 284 –290.
  • Clark, P. (2005). A nice little wife to make things pleasant: Portrayals of women in Canadian history textbooks approved in British Columbia. McGill Journal of Education, 40, 241 –265.
  • Clark, R., Allard, J., & Mahoney, T. (2004). How much of the sky? Women in American high school history textbooks from the 1960’s, 1980’s, and 1990’s. Social Education, 68(1), 211 –262.
  • Clark, R., & Nunes, A. (2008). The face of society: Gender and race in introductory sociology books revisited. Teaching Sociology, 36, 227 –239. doi:10.1177/0092055X0803600303
  • Commeyras, M. (1996). Reading about women in world history textbooks from one feminist perspective. Gender and Education, 8(1), 31 –48. doi:10.1080/713668481
  • Commeyras, M., & Alvermann, D. E. (1994). Messages that high school world history textbooks convey: Challenges for multicultural literacy. The Social Studies, 85, 268 –274. doi:10.1080/00377996.1994.9956317
  • Cook, J. W. (2008). Seeing the visual in US history. Journal of American History, 95, 432 –441. doi:10.2307/25095628
  • Cooper, A. J. (1892). A voice from the south, by a Black woman of the south. Xenia, OH: Aldine Printing House.
  • Crary, J. (1990). Techniques of the observer: On vision and modernity in the nineteenth century. Cambridge, MA: MIT Press.
  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist policies. University of Chicago Legal Forum, 140, 139 –167.
  • Dagbovie, P. G. (2014). Reflections on conventional portrayals of the African American experience during the Progressive era or “the nadir”. The Journal of the Gilded Age and Progressive Era, 13(1), 4 –27. doi:10.1017/S1537781413000467
  • Danzer, G. A. (1998). The Americans. Evanston, IL: McDougal Littel/Houghton Mifflin.
  • Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction. New York: New York University Press.
  • Dewey, J. (1934). Art as experience. New York, NY: Penguin Group.
  • Foster, H. (Ed.). (1988). Vision and visuality. Seattle, WA: Bay Press.
  • Freedberg, D. (1991). The power of images: Studies in the history and theory of response. Chicago, IL: University of Chicago Press.
  • Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. New York, NY: Teachers College Press.
  • Gaudelli, W. (2009). Interpreting democratic images: Secondary students’ reading of visual texts. Teacher Education Quarterly, 36(1), 111 –130.
  • Giroux, H. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. Boulder, CO: Westview Press.
  • Giroux, H., & Shannon, P. (Eds.). (1997). Education and cultural studies. London, England: Routledge.
  • Halvorsen, A. (2012). African-centered education in the Detroit public schools, 1968–2000. In C. Woyshner & C. Bohan (Eds.), Histories of social studies and race, 1865–2000 (pp. 195 –212). New York, NY: Palgrave/Macmillan.
  • Hine, D. C., Hine, W. C. & Harrold, S. (2006). African-American history. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Hine, D. C., Hine, W. C., & Harrold, S. (2011). African Americans: A Concise History. Boston, MA: Prentice Hall.
  • hooksb. (2003). The oppositional gaze: Black female spectators. In A. Jones (Ed.), The feminism and visual culture reader (pp. 94–105). London, New York: Routledge.
  • Journell, W. (2008). When oppression and liberation are the only choices: The representation of African Americans within state social studies standards. Journal of Social Studies Research, 32(1), 40 –50.
  • Kelley, R. D. G. (1993). “We are not what we seem”: Rethinking Black working-class opposition in the Jim Crow south. The Journal of American History, 80(1), 75 –112. doi:10.2307/2079698
  • King, L. J., Davis, C., & Brown, A. L. (2012). African American history, race, and textbooks: An examination of the works of Harold O. Rugg and Carter G. Woodson. The Journal of Social Studies Research, 36, 359 –386. doi:10.13140/2.1.4179.5209
  • Krippendorff, K. (1980). Content analysis: An introduction. Beverly Hills, CA: Sage.
  • Lai, A. (1997). Images of women in visual culture. Art Education, 62(1), 14 –20.
  • Lerner, G. (1981). The majority finds its past. New York, NY: Oxford University Press.
  • Loewen, J. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York, NY: Touchstone.
  • Lowenthal, D. (1997). The heritage and the spoils of history. New York, NY: Viking.
  • Maddrell, A. M. C. (1998). Discourses of race and gender and the comparative method in geography school texts 1830–1918. Environment and Planning D: Society and Space, 16, 81 –103. doi:10.1068/d160081
  • Marcus, L. (1961). The treatment of minorities in American history textbooks. New York, NY: Anti-Defamation League.
  • Marker, G., & Mehlinger, H. (1992). Social studies. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 830 –851). New York, NY: Macmillan.
  • Masur, L. P. (1998). “Pictures have now become a necessity”: The use of images in American history textbooks. The Journal of American History, 84, 1409 –1424. doi:10.2307/2568088
  • Mattson, R. (2010). Using visual historical methods in the K–12 classroom: Tactical heuristics. In D. Desai, J. Hamlin, & R. Mattson (Eds.), History as art, art as history (pp. 15 –33). New York, NY: Routledge.
  • McIntosh, P. (2000). Interactive phases of personal and curricular re-vision with regard to race. In G. Shin & P. Gorski (Eds.), Multicultural resource series: Professional development for educators (pp. 43–59). Washington, DC: National Education Association.
  • Nabhan, G. P. (1998). Cultural parallax in viewing North American habitats. In J. B. Callicott & M. P. Nelson (Eds.), The great new wilderness debate. Athens: University of Georgia Press.
  • Noddings, N. (2001). The care tradition: Beyond “add women and stir. ” Theory Into Practice, 40(1), 29 –34. doi:10.1207/s15430421tip4001_5
  • Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5 –14. doi:10.3102/0013189X021008005
  • Patterson, O. (1971). Rethinking Black history. Harvard Educational Review, 41, 297 –315. doi:10.17763/haer.41.3.78u1p14257x57814
  • Rose, G. (2012). Visual methodologies: An introduction to researching with visual materials. London, England: Sage.
  • Ross, E. W. (Ed.). (2001). The social studies curriculum: Purposes, problems, and possibilities (Revised ed.). Albany: SUNY Press.
  • Sadker, D., & Sadker, M. (1994). Failing at fairness: How schools shortchange girls. New York, NY: Scribner’s.
  • Schmeichel, M. (2014). “Women made it a home”: Representations of women in social studies. Pedagogies: An International Journal, 9, 233 –249. doi:10.1080/1554480X.2014.921622
  • Schmidt, S. (2012). Am I a woman? The normalisation of woman in US History. Gender and Education, 24, 707 –724. doi:10.1080/09540253.2012.674491
  • Schocker, J., & Woyshner, C. (2013). Representing African American women in U.S. History textbooks. The Social Studies, 104(1), 23 –31. doi:10.1080/00377996.2012.655346
  • Seller, M., & Trusz, A. (1976). High school textbooks and the American revolution. The History Teacher, 9, 535 –555. doi:10.2307/492095
  • Shaw, S. J. (1997). What a woman ought to be and do: Black women professional workers during the Jim Crow era. Chicago, IL: University of Chicago Press.
  • Stages of Multicultural Curriculum Transformation (n.d.). EdChange.org. Retrieved from http://www.edchange.org/multicultural/curriculum/steps.html
  • Stampp, K. M., Jordan, W. D., Levine, L. W., Middlekeuff, R. L., Sellers, C. G., & Stocking, G. W. (1964). The Negro in American history textbooks. Integrated Education, 2, 9 –24.
  • Tetreault, M. K. T. (1984). Notable American women: The case of United States history textbooks. Social Education, 48, 546 –550.
  • Tetreault, M. K. T. (1986). Integrating women’s history: The case of United States history high school textbooks. The History Teacher, 19, 211 –262. doi:10.2307/493800
  • Tetreault, M. K. T. (1987). Women, gender, and the social studies. Social Education, 51, 167 –168.
  • Trecker, J. L. (1971). Women in U.S. history textbooks. Social Education, 35, 248 –260. doi:10.1007/BF00597788
  • Trecker, J. L. (1973). Sex stereotyping in the secondary school curriculum. Phi Delta Kappan, 55, 110 –112.
  • VanSledright, B. (2002). In search of America’s past: Learning to read history in elementary school. New York, NY: Teachers College Press.
  • Walker, V. S. (1996). Their highest potential: An African American school community in the segregated South. Chapel Hill: University of North Carolina Press.
  • Wallace, S. L., & Allen, M. D. (2008a, January). Survey of African Americans portrayal in introductory textbooks in American government/politics: A report of the APSA standing committee on the status of Blacks in the profession. PS: Political Science & Politics, 153 –160. doi:10.1017/S1049096508080244
  • Wallace, S. L., & Allen, M. D. (2008b, August). Teaching introduction to American government/politics: What can we learn from the visual images in textbooks? Paper delivered at the annual meeting of the American Political Science Association, Boston, MA.
  • Werner, W. (2002). Reading visual texts. Theory & Research in Social Education, 30, 401 –428. doi:10.1080/00933104.2002.10473203
  • Woyshner, C. (2002). Political history as women’s history: Toward a more inclusive curriculum. Theory & Research in Social Education, 30, 354 –380. doi:10.1080/00933104.2002.10473201
  • Zagumny, L. L., & Pulsipher, L. M. (2008). “The races and conditions of men”: Women in nineteenth-century geography school texts in the United States. Gender, Place & Culture, 15, 411 –429. doi:10.1080/09663690802155637

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.