706
Views
25
CrossRef citations to date
0
Altmetric
Original Articles

Misplaced Multiculturalism: Representations of American Indians in U.S. History Academic Content Standards

Pages 497-509 | Published online: 07 Jan 2015

References

  • Alridge, D. P. (2006). The limits of master narratives in history textbooks: An analysis of representations of Martin Luther King, Jr. Teachers College Record, 108(4), 662–686.
  • Anyon, J. (1979). Ideology and United States history textbooks. Harvard Educational Review, 49(3), 361–386.
  • Apple, M. W. (1992). The text and cultural politics. Educational Researcher, 21(7), 4–19.
  • Arizona Department of Education. (2005). Social Studies Standard Articulated by Grade Level. Retrieved March 22, 2010, from http://www.ade.state.az.us/standards/sstudies/articulated/SSStandard-full-05-22-06.pdf
  • Carlson, D. (2003). Troubling heroes: Of Rosa Parks, multicultural education, and critical pedagogy. Cultural Studies Critical Methodologies, 3(1), 44–61.
  • Cornbleth, C. (1998). An American curriculum? Teachers College Record, 99(4), 622–646.
  • Cornbleth, C., & Waugh, D. (1995). The great speckled bird: Multicultural politics and education policymaking. New York: St. Martin’s.
  • Costigan, A. T., & Crocco, M. S. (2004). Learning to teach in an age of accountability. Mahwah, NJ: Erlbaum.
  • Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York: Routledge.
  • Evans, R. W. (2001). Teaching social issues: Implementing an issues-centered curriculum. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities (Rev. ed., pp. 291–309). Albany: State University of New York Press.
  • Fitzgerald, F. (1979). America revised: History schoolbooks in the twentieth century. Boston: Little, Brown.
  • Giroux, H. A. (2000). Insurgent multiculturalism and the promise of pedagogy. In E. M. Duarte & S. Smith (Eds.), Foundational perspectives in multicultural education (pp. 195–212). New York: Longman.
  • 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.
  • Kamb, L. (2005, March 25). Duwamish take issue with history bill: Landless tribes say Proposal excludes them. Seattle Post-Intelligencer, p. B1.
  • Kammen, M. (1991). Mystic chords of memory: The transformation of tradition in American culture. New York: Knopf.
  • Kincheloe, J. L. (1993). The politics of race, history, and the curriculum. In L. A. Castenell, Jr. & W. F. Pinar (Eds.), Understanding curriculum as racial text: Representations of identity and difference in education (pp. 249–262). Albany: State University of New York Press.
  • Kliebard, H. M. (2004). The struggle for the American curriculum, 1893–1958 (3rd ed.). New York: RoutledgeFalmer.
  • Ladson-Billings, G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In G. Ladson-Billings (Ed.), Critical race theory perspectives on the social studies: The profession, policies, and curriculum (pp. 1–14). Greenwich, CT: Information Age.
  • Levstik, L. S. (2000). Articulating the silences: Teachers' and adolescents' conceptions of historical significance. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 284–305). New York: New York University Press.
  • Lintner, T. (2004). The savage and the slave: Critical Race Theory, racial stereotyping, and the teaching of American history. Journal of Social Studies Research, 28(1), 27–32.
  • Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York: Touchstone.
  • Lowenthal, D. (1989). The timeless past: Some Anglo-American historical preconceptions. The Journal of American History, 75(4), 1263–1280.
  • May, S., & Sleeter, C. E. (2010). Introduction. Critical multiculturalism: Theory and praxis. In S. May & C. E. Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 1–16). New York: Routledge.
  • McBeth, S. (2003). Memory, history, and contested pasts: Re-imagining Sacagawea/Sacajawea. American Indian Culture and Research Journal, 27(1), 1–32.
  • Moreau, J. (2003). Schoolbook nation: Conflicts over American History textbooks from the Civil War to the present. Ann Arbor: University of Michigan Press.
  • Rains, F. V. (2006). The color of social studies: A post-social studies reality check. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities (3rd ed., pp. 137–156). Albany: State University of New York Press.
  • Sayre, G. M. (2005). The Indian chief as tragic hero: Native resistance and the literatures of America, from Moctezuma to Tecumseh. Chapel Hill: University of North Carolina Press.
  • Schlesinger, Jr., A. M. (1992). The disuniting of America. New York: Norton.
  • Seixas, P. (1993). The community of inquiry as a basis for knowledge and learning: The case of history. American Educational Research Journal, 30(2), 305–324.
  • Seixas, P. (2000). Schweigen! Die Kinder!: Or, does postmodern history have a place in the schools? In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 19–37). New York: New York University Press.
  • Stanley, W. B. (2010). Social studies and the social order: Transmission or transformation? In W. C. Parker (Ed.), Social studies today: Research and practice (pp. 17–24). New York: Routledge.
  • State of Washington Office of Superintendent of Public Instruction. (2008). Washington State K–12 Social Studies Learning Standards. Retrieved March 22, 2010, from http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesStandards.pdf
  • Students should study tribal history. (2004, February 16). Seattle Post-Intelligencer, p. B5.
  • Thelen, D. (1989). Memory and American history. The Journal of American History, 75(4), 1117–1129.
  • VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32(1), 109–146.
  • Washington State Substitute House Bill 1495, 59th Legislature (2005) (enacted).
  • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
  • Wertsch, J. V. (2004). Specific narratives and schematic narrative templates. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 49–62). Toronto, ON: University of Toronto Press.
  • Whelan, M. (2001). Why the study of history should be the core of social studies education. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities (Rev. ed., pp. 43–56). Albany: State University of New York Press.
  • Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.
  • Zehr, M. A. (2010, May 19). Ethnic-studies classes subject to sharp curbs under new Ariz. Law. Education Week, 29(32), 24.

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.