Slavery in Secondary History Textbooks from the United States and Brazil

References

• Abramowitz, J. (1949). Common distortions in the textbook treatment of slavery. Journal of Negro Education, 18(1), 16–21. doi:https://doi.org/10.2307/2966435
   Google Scholar
• Bailey, S. R. (2009). Legacies of race: Identities, attitudes, and politics in Brazil. Stanford University Press.
   Google Scholar
• Banks, J. (1969). A content analysis of the Black American in textbooks. Social Education, 33, 954–957.
   Google Scholar
• Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Lawrence Erlbaum Associates.
   Google Scholar
• Beck, I., & McKeown, M. (1991). Substantive and methodological considerations for productive textbook analysis. In J. P. Shaver (Ed.), Handbook of research in social studies teaching and learning (pp. 496–512). Macmillan.
   Google Scholar
• Berlin, I. (1998). Many thousands gone: The first two centuries of slavery in North America. The Belknap Press of the Harvard University Press.
   Google Scholar
• Braick, P. R., & Mota, M. B. (2006). História: Das cavernas ao terceiro milênio. Editora Moderna LTDA.
   Google Scholar
• Bromley, P., Meyer, J. W., & Ramirez, F. O. (2011a). Student-centeredness in social science textbooks, 1970–2008: A cross-national study. Social Forces, 90(2), 547–570. doi:https://doi.org/10.1093/sf/sor004
   Web of Science ®Google Scholar
• Bromley, P., Meyer, J. W., & Ramirez, F. O. (2011b). The worldwide spread of environmental discourse in social studies, history, and civics textbooks, 1970–2008. Comparative Education Review, 55(4), 517–545. doi:https://doi.org/10.1086/660797
   Web of Science ®Google Scholar
• Brown, A. L. (2010). Counter-memory and race: An examination of African American scholars’ challenges to early twentieth century K-12 historical discourses. The Journal of Negro Education, 79(1), 54–65.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Cayton, A. R. L., Perry, E. I., Reed, L., & Winkler, A. M. (2005). America: Pathways to the present (Teachers’ ed.). Prentice Hall.
   Google Scholar
• Crawford, K. (2003). Re-visiting Hiroshima: The role of U.S. and Japanese history textbooks in the construction of national memory. Asia-Pacific Education Review, 4(1), 108–117. doi:https://doi.org/10.1007/BF03025557
   Google Scholar
• Danzer, G. A., Klor De Alva, J. J., Krieger, L. S., Wilson, L. E., & Woloch, N. (2006). The Americans (Georgia Teachers’ ed.). McDougal Littell/Houghton Mifflin.
   Google Scholar
• Darby, D. (2010). Educational inequality and affirmative action in Brazil. Peace Review: A Journal of Social Justice, 22(4), 408–415. doi:https://doi.org/10.1080/10402659.2010.524565
   Google Scholar
• Dávila, J. (2003). Diploma of whiteness: Race and social policy in Brazil, 1917–1945. Duke University Press.
   Google Scholar
• Davis, D. B. (2006). Inhuman bondage: The rise and fall of slavery in the new world. Oxford University Press.
   Google Scholar
• Degler, C. N. (1971). Neither Black nor White: Slavery and race relations in Brazil and the United States. Macmillan.
   Google Scholar
• Drescher, S., & Engerman, S. L. (1998). A historical guide to world slavery. Oxford University Press.
   Google Scholar
• Eltis, D. (1999). The rise of African slavery in the Americas. Cambridge University Press.
   Google Scholar
• Eltis, D. (2008). Slave voyages: The trans-atlantic slave trade database. Retrieved from http://slavevoyages.org/
   Google Scholar
• Firer, R. (1998). Human rights in history and civics textbooks: The case of Israel. Curriculum Inquiry, 28(2), 195–208. doi:https://doi.org/10.1111/0362-6784.00084
   Web of Science ®Google Scholar
• Fleming, D. B. (1987). A review of slave life in fourteen United States history textbooks. The Journal of Negro Education, 56(4), 550–556. doi:https://doi.org/10.2307/2295352
   Google Scholar
• Foster, S. J., & Crawford, K. A. (Eds.). (2006). What shall we tell the children? International perspectives on school history textbooks. Information Age Publishing.
   Google Scholar
• Fuchs, E. (2011). Current trends in history and social studies textbook research. Journal of International Cooperation in Education, 14(2), 17–34.
   Google Scholar
• Gilroy, P. (1993). The Black Atlantic: Modernity and double consciousness. Harvard University Press.
   Google Scholar
• Gonçalves e Silva, P. B. (2004). Citizenship and education in Brazil: The contribution of Indian peoples and Blacks in the struggle for citizenship and recognition. In J. A. Banks (Ed.), Diversity and citizenship education (pp. 185–218). Jossy-Bass.
   Google Scholar
• Groff, P. J. (1963). The abolitionist movement in high school texts. The Journal of Negro Education, 32(1), 43–51. doi:https://doi.org/10.2307/2294490
   Google Scholar
• H. R. Resolution 194. (2008). Apologizing for the enslavement and racial segregation of African Americans. H. R. 194, 110th Congress.
   Google Scholar
• Henry, M. (2011). Sacred and profane American history: Does it exist in textbooks? The History Teacher, 44, 405–419.
   Google Scholar
• Hilburn, J., & Fitchett, P. G. (2012). The new gateway, an old paradox: Immigrants and involuntary Americans in North Carolina history textbooks. Theory and Research in Social Education, 40(1), 35–65. doi:https://doi.org/10.1080/00933104.2012.647976
   Google Scholar
• Holsti, O. R. (1968). Content analysis. In G. Lindzey & E. Aronson (Eds..), The handbook of social psychology (Vol. 2, 2nd ed., pp. 596–692). Addison-Wesley.
   Google Scholar
• Horton, J. O., & Horton, L. E. (2005). Slavery and the making of America. Oxford University Press.
   Google Scholar
• Htun, M. (2004). From “racial democracy” to affirmative action: Changing state policy on race in Brazil. Latin American Research Review, 39(1), 61–89. doi:https://doi.org/10.1353/lar.2004.0010
   Web of Science ®Google Scholar
• Issitt, J. (2004). Reflections on the study of textbooks. History of Education, 33(6), 683–696. doi:https://doi.org/10.1080/0046760042000277834
   Google Scholar
• Jones de Almeida, A. F. (2003). Unveiling the mirror: Afro-Brazilian identity and the emergence of a community school movement. Comparative Education Review, 47(1), 41–63. doi:https://doi.org/10.1086/345836
   Web of Science ®Google Scholar
• Kelly, R. D. G. (2002). How the West was one: The African diaspora and the re-mapping of U.S. history. In T. Bender (Ed.), Rethinking American history in a global age (pp. 123–147). University of California Press.
   Google Scholar
• Kennedy, D. M., Cohen, L., & Bailey, T. A. (2006). The American pageant: A history of the republic. Houghton Mifflin Company.
   Google Scholar
• King, J. E. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60(2), 133–146. doi:https://doi.org/10.2307/2295605
   Google Scholar
• Kolchin, P. (1998). Slavery in United States survey textbooks. The Journal of American History, 84(4), 1425–1438. doi:https://doi.org/10.2307/2568089
   Web of Science ®Google Scholar
• Koshiba, L., & Pereira, D. M. F. (2008). História geral e Brasil: Trabalho, cultura, e poder (3rd ed.). Saraiva S/A Livreiros Editores.
   Google Scholar
• Krippendorff, K. (1980). Content analysis: An introduction to its methodology (Vol. 5). Sage.
   Google Scholar
• Lapsansky-Werner, E. J., Levy, P. B., Roberts, R., & Taylor, A. (2008). United States history. Pearson Prentice Hall.
   Google Scholar
• Lei 10,639. (2003). História e cultura Afro-Brasileira [Afro-Brazilian history and culture]. 10,639, Congresso Nacional.
   Google Scholar
• Lei 11,645. (2008). História e cultura Afro-Brasileira e Indígena [Afro-Brazilian and indigenous history and culture]. 11,645, Congresso Nacional.
   Google Scholar
• Meyer, J. W., Bromley, P., & Ramirez, F. O. (2010). Human rights in social science textbooks: Cross-national analyses, 1975–2006. Sociology of Education, 83(2), 111–134. doi:https://doi.org/10.1177/0038040710367936
   Web of Science ®Google Scholar
• Ministério da Educação. (2002). Parâmetros curriculares nacionais: Ensino médio [National Curriculum Parameters: Secondary School]. Author.
   Google Scholar
• Moon, R., & Koo, J. (2011). Global citizenship and human rights: A longitudinal analysis of social studies and ethics textbooks in the Republic of Korea. Comparative Education Review, 55(4), 574–599. doi:https://doi.org/10.1086/660796
   Web of Science ®Google Scholar
• Myers, J. P. (2007). Citizenship education practices of politically active teachers in Porto Alegre, Brazil and Toronto, Canada. Comparative Education Review, 51(1), 1–24. doi:https://doi.org/10.1086/508641
   Web of Science ®Google Scholar
• Nakou, I., & Barca, I. (2010). Contemporary public debates over history education. Information Age Publishing.
   Google Scholar
• Nash, G. B., & Crabtree, C. (Eds.). (1996). National standards for history. Los Angeles, CA: National Center for History in the Schools.
   Google Scholar
• Nasser, R., & Nasser, I. (2008). Textbooks as a vehicle for segregation and domination: State efforts to shape Palestinian Israelis’ identities as citizens. Journal of Curriculum Studies, 40(5), 627–650. doi:https://doi.org/10.1080/00220270802072804
   Web of Science ®Google Scholar
• Neuendorf, K. A. (2002). The content analysis guidebook. Sage.
   Google Scholar
• Nicholls, J. (2003). Methods in school textbook research. International Journal of Historical Learning, Teaching, and Research, 3(2), 11–26.
   Google Scholar
• Nicholls, J. (Ed.). (2006). School history textbooks across cultures: International debates and perspectives. Symposium Books.
   Google Scholar
• Olwell, R. (2001). New views of slavery: Using recent historical work to promote critical thinking about the “peculiar institution.”. The History Teacher, 34(4), 459–469. doi:https://doi.org/10.2307/3054199
   Google Scholar
• Pingel, F. (2010). UNESCO guidebook on textbook research and textbook revision (2nd rev. ed.). UNESCO.
   Google Scholar
• Schmidt, M. A., & Braga Garcia, T. (2010). The public usage of history in Brazil and its relationships with governmental policies and programs. In I. Nakou & I. Barca (Eds.), Contemporary public debates over history education (pp. 63–80). Information Age Publishing.
   Google Scholar
• Schugurensky, D., & Madjidi, K. (2008). Reinventing Freire: Exceptional cases of citizenship education in Brazil. In J. Arthur, I. Davies, & C. L. Hahn (Eds.), The Sage handbook of education for citizenship and democracy (pp. 109–123). Sage.
   Google Scholar
• Senate Concurrent Resolution 26. (2009). A concurrent resolution apologizing for the enslavement and racial segregation of African Americans. S. Res. 26, 111th Congress.
   Google Scholar
• Silva, P. V. B. (2008). Racismo em livros didáticos: Estudo sobre negros e brancos em livros de língua Portuguesa [Racism in textbooks: Study of Blacks and Whites in Portuguese language textbooks]. Belo Horizonte, MG, Brazil: Autêntica Editora.
   Google Scholar
• Skidmore, T. E. (1974). Black into White: Race and nationality in Brazilian thought. Oxford University Press.
   Google Scholar
• Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research and Evaluation, 7(17). Retrieved from http://PAREonline.net/getvn.asp?v=7&n=17
   Google Scholar
• Swartz, E. (1992). Emancipatory narratives: Rewriting the master script in the school curriculum. The Journal of Negro Education, 61(3), 341–355. doi:https://doi.org/10.2307/2295252
   Google Scholar
• Telles, E. E. (2004). Race in another America: The significance of skin color in Brazil. Princeton University Press.
   Google Scholar
• Vincentino, C., & Dorigo, G. (2009). História para o ensino médio: História geral e do Brasil (3rd ed.). Editora Scipione.
   Google Scholar
• Wade, R. C. (1993). Content analysis of social studies textbooks: A review of ten years of research. Theory and Research in Social Education, 21(3), 232–256. doi:https://doi.org/10.1080/00933104.1993.10505703
   Google Scholar
• Wasburn, L. H. (1997). Accounts of slavery: An analysis of United States history textbooks from 1900 to 1992. Theory and Research in Social Education, 25(4), 470–491. doi:https://doi.org/10.1080/00933104.1997.10505824
   Web of Science ®Google Scholar
• Wenzeler, B. (2003). The presentation of the Holocaust in German and English school history textbooks: A comparative study. International Journal of Historical Learning, Teaching, and Research, 3(2), 107–118.
   Google Scholar
• Wynter, S. (2003). Unsettling the coloniality of being/power/truth/freedom: Towards the human, after man, its overrepresentation – An argument. The New Centennial Review, 3(3), 257–337. doi:https://doi.org/10.1353/ncr.2004.0015
   Web of Science ®Google Scholar
• Yogev, E. (2012). The image of the 1967 war in Israeli history textbooks as test case: Studying an active past in a protracted regional conflict. Oxford Review of Education, 38(2), 171–188. doi:https://doi.org/10.1080/03054985.2012.666031
   Web of Science ®Google Scholar
• Zaidi, S. M. A. (2011). Polarisation of social studies textbooks in Pakistan. The Curriculum Journal, 22(1), 43–59. doi:https://doi.org/10.1080/09585176.2011.550770
   Google Scholar