The New Politics of the Textbook -- TABLE OF CONTENTS -- FOREWORD -- REFERENCES -- CONTRIBUTORS -- INTRODUCTION -- PURPOSE -- SIGNIFICANCE -- PART I: PROBLEMATIZING THE PORTRAYAL OF MARGINALIZED GROUPS IN TEXTBOOKS -- PART II: MATH AND SCIENCE EDUCATION -- PART III: ENGLISH AND LANGUAGE ARTS EDUCATION -- PART IV: SOCIAL SCIENCE AND HUMANITIES EDUCATION -- CONCLUSION -- REFERENCES -- PART I: PROBLEMATIZING THE PORTRAYAL OF MARGINALIZED GROUPS IN TEXTBOOKS -- A QUALITATIVE UNDERSTANDING OF PRESERVICE TEACHERS' CRITICAL EXAMINATION OF TEXTBOOK CURRICULUM UNITS AS POLITICAL TEXT -- INTRODUCTION -- CURRICULUM AS A POLITICAL TEXT -- TEACHING AS A POLITICAL ACT -- MULTICULTURAL EDUCATION -- TEACHER EDUCATION IN A JESUIT UNIVERSITY -- METHODS -- RESULTS: CRITICAL PEDAGOGY AND ALTERNATIVE NARRATIVES -- EQUITY -- SOCIAL JUSTICE -- CONCLUSION AND IMPLICATIONS -- QUESTIONS FOR REFLECTION -- REFERENCES -- FINDING MY SERPENT TONGUE: Do ESL Textbooks Tap the Linguistic and Cultural Capital of Our Long-Term English Language Learners? -- NOT ALL ENGLISH LEARNERS ARE EQUAL -- A CRITICAL APPROACH TO THE ANALYSIS OF ESL TEXTBOOKS -- METHODS -- Academic Language and Critical Literacy -- THE CONTEXT -- Protocol and Procedure of Conducting the Textbook Analysis -- THE LITERACY SKILLS OF LTEL -- FINDINGS -- Language Proficiency -- Content Analysis -- Language and Historical Hegemony -- CONCLUSION -- QUESTIONS FOR REFLECTION -- REFERENCES -- PART II: MATH AND SCIENCE EDUCATION: Where Hegemony Can Hide -- WOMEN ON THE MARGINS: The Politics of Gender in the Language and Content of Science Textbooks -- LITERATURE REVIEW -- SCIENTIFIC METHOD AND FEMINISM IN TEXTBOOKS -- METHODS -- RESULTS -- SCIENCE CONTINUES TO BE DOMINATED BY CAUCASIAN MEN -- SCIENCE IS A PROCESS THAT CHANGES OVER TIME -- EFFECTIVE SCIENTISTS ARE OBJECTIVE OBSERVERS -- IMPLICATIONS AND CONCLUSIONS.

QUESTIONS FOR REFLECTION -- ACKNOWLEDGEMENTS -- REFERENCES -- REPRESENTATION OF DIVERSITY IN SCIENCE TEXTBOOKS -- INTRODUCTION -- THE CULTURE OF SCIENCE AND SCIENCE STEREOTYPES -- THE (OVER)USE AND INFLUENCE OF TEXTBOOKS IN SCIENCE -- THE INFLUENTIAL TEXTBOOK -- STUDIES ON TEXTBOOKS AND THE PERPETUATION OF SCIENCE STEREOTYPES -- Nature of Science as a Measure of Diversity -- MEASURING DIVERSITY IN SCIENCE TEXTBOOKS -- A PILOT STUDY EXPLORING DIVERSITY IN SCIENCE TEXTBOOKS -- HOLT: BIOLOGY -- IT'S ABOUT TIME: BIOCOMM -- DISCUSSION -- CONCLUSION -- QUESTIONS FOR REFLECTION -- REFERENCES -- PART III: ENGLISH LANGUAGE ARTS EDUCATION: A Story of Exclusion -- HANDLING HETERONORMATIVITY IN HIGH SCHOOL LITERATURE TEXTS -- INTRODUCTION -- THE HETERONORMATIVE ENVIRONMENT -- HETERONORMATIVITY IN TEXTBOOKS -- QUEER THEORY AND MULTICULTURAL EDUCATION -- TEACHERS AND STUDENTS USING CRITICAL LITERACY TOWARD CRITICAL MULTICULTURAL EDUCATION -- WHAT CAN TEACHERS DO? CRITICAL APPROACHES TO TEACHING AND LEARNING -- LOOKING AHEAD -- QUESTIONS FOR REFLECTION -- REFERENCES -- THE OPEN COURT REALITY: Stories of Success for Unsuccessful Readers -- INTRODUCTION -- NCLB, MCGRAW-HILL, AND OPEN COURT: A HAPPY PARTNERSHIP -- CULTURE OF SUCCESS/REALITY OF FAILURE -- CULTURE OF SUCCESS -- REALITY OF FAILURE -- EXCEPTIONS TO THE RULE -- WINNERS AND LOSERS -- QUESTIONS FOR REFLECTION -- REFERENCES -- E PLURIBUS UNUM: Elementary School Narratives and the Making of National Identity -- INTRODUCTION -- LITERATURE REVIEW -- MULTICULTURALISM -- NATIONAL NARRATIVES AND IMAGINED COMMUNITIES -- METHODS -- FINDINGS -- BIOGRAPHIES AND NARRATIVES OF AFRICAN AMERICAN HISTORICAL FIGURES -- WORKING HARD AND FOLLOWING YOUR DREAMS -- THE INFLUENCE OF WHITE ALLIES -- NATIVE AMERICANS AND NATIVE ALASKANS -- ADOPTING COLONISTS' TOOLS AND KNOWLEDGE FOR SELF PRESERVATION AND PROGRESS.

COLLABORATION AND COOPERATION BETWEEN COLONISTS AND NATIVE PEOPLES -- CONCLUSIONS -- QUESTIONS FOR REFLECTION -- REFERENCES -- PART IV: SOCIAL SCIENCE & HUMANITIES EDUCATION: REPRESENTATION & RESISTANCE -- UNCOVERING AND DESTABILIZING HETERONORMATIVE NARRATIVES IN WORLD HISTORY TEXTBOOKS -- INTRODUCTION -- STATEMENT OF THE PROBLEM -- THEORETICAL FRAMEWORK -- METHODOLOGY -- Background -- Selection of Textbooks -- Selection of Topics -- DISCUSSION OF FINDINGS -- Alexander the Straight(?) -- Classical Greece and the Island-That-Must-Not-Be-Named -- Jane Addams and Friends -- Civil Rights (and Wrongs) -- The Holocaust and HIV/AIDS - Troubling Absences, Troubling Inclusions -- CONCLUSION -- QUESTIONS FOR REFLECTION -- REFERENCES -- THE EXCLUSION AND INCLUSION OF WOMEN IN AMERICAN GOVERNMENT TEXTBOOKS -- INTRODUCTION -- UNDERREPRESENTATION IN INTRODUCTORY TEXTBOOKS -- METHODS -- WOMEN IN TEXTBOOKS: THE QUANTITATIVE DATA -- WOMEN IN THE TEXTBOOKS: THE QUALITATIVE DATA -- The Constitution -- The Gender Gap -- The Media -- Interest Groups -- THE POLITICS OF WHITE, MIDDLE-CLASS WOMEN -- INCLUDING WOMEN -- Explaining the Gender Gap -- Processes of Political Socialization -- Media Bias -- Underrepresentation of Women in Elective Office -- Women in Revolutionary America -- Women's Organizing and Interest Groups -- CONCLUSION -- QUESTIONS FOR REFLECTION -- ACKNOWLEDGEMENTS -- REFERENCES -- APPENDIX -- Textbooks Used in this Study -- CONTEXT AND COMMUNITY: Resisting Curricular Colonization in American History Courses -- CURRICULUM INQUIRY, CRITICAL THEORY, AND ACTION -- THE TRADITION OF SOCIAL STUDIES EDUCATION -- CULTURALLY RESPONSIVE SOCIAL STUDIES EDUCATION -- CRITICAL CURRICULUM INQUIRY IN PRACTICE -- NATIVE CULTURE: PAST, PRESENT, OR FUTURE? -- THE ROLE OF NATIVE PEOPLES IN HISTORY: SELF-DETERMINATION OR DEPENDENCY?.

DESCRIPTIONS OF NATIVE PEOPLES: POSITIVE PORTRAYALS OR SAVAGE STEREOTYPES? -- TEACHER RESPONSES TO COLONIZING CURRICULUM -- Teacher as active participant -- Self-awareness -- Supplementing text -- Responsive pedagogy and motivation -- Critiquing the curriculum -- Recognizing bordertown challenges -- DISCUSSION AND DECOLONIZING THE CURRICULUM -- QUESTIONS FOR REFLECTION -- REFERENCES -- TEXTBOOK ORIENTALISM: Critical Visuality and Representations of Southwest Asia and North Africa -- INTRODUCTION -- TEXTBOOK RESEARCH IN CONTEXT -- LITERATURE REVIEW -- Media representation -- THEORETICAL GROUNDING(S) -- METHODS -- World Geography Textbooks as Data -- Why textbook images? -- CRITICAL VISUAL ANALYSIS -- Beyond content analysis -- FINDINGS -- Traditional/Modern Dichotomy -- GENDERED GEOGRAPHIES -- (RE)PRESENTING ISLAM -- DISCUSSION AND RECOMMENDATIONS -- QUESTIONS FOR REFLECTION -- REFERENCES -- SWEPT UNDER THE RUG -- INTRODUCTION -- THE IMPORTANCE OF THE STUDY -- A BRIEF LOOK AT THE SOCIAL HISTORY -- ECONOMIC INEQUALITY -- EDUCATIONAL INEQUALITY -- INEQUALITY IN LAW AND JUSTICE -- WHITE SUPREMACY AND OVERT, INDIVIDUAL RACISM -- RACIAL VIOLENCE -- RESISTANCE TO INJUSTICE -- RESILIENCE IN THE FACE OF INJUSTICE -- FINDINGS -- ECONOMIC INEQUALITY -- EDUCATIONAL INEQUALITY -- INEQUALITY IN LAW AND JUSTICE -- WHITE SUPREMACY AND OVERT, INDIVIDUAL RACISM -- RACIAL VIOLENCE -- RESISTANCE AND RESILIENCE -- Resistance -- Resilience -- CONCLUSIONS -- DISCUSSION OF CONCLUSIONS -- QUESTIONS FOR REFLECTION -- REFERENCES -- DON'T ASK ABOUT AND DON'T TELL THE LIES MY TEACHER TOLD ME: A Content Analysis of LGBTQ Portrayals in Textbooks -- INTRODUCTION -- UNIQUENESS OF SCHOOLS IN (MIS)EDUCATING -- TEXTBOOK ADOPTION -- REVIEW OF LITERATURE -- METHOD -- MODIFICATION OF BANKS'S (2003) LEVELS OF INTEGRATION -- RESULTS.

WHICH UNITED STATES HISTORY TEXTBOOKS INCLUDE LGBTQ PORTRAYALS? -- WHAT IS THE FREQUENCY AND PROPORTIONAL REPRESENTATION OF EACH TEXTBOOK DEVOTED TO LGBTQ PORTRAYALS? -- WHAT THEMES (IF ANY) EMERGED FROM ANALYSIS THAT REFLECTED LGBTQ PORTRAYALS? -- HOW ACCURATE AND REALISTIC ARE LGBTQ PORTRAYALS IN UNITED STATES HISTORY TEXTBOOKS? -- LGBTQ CONTENT EXCLUDED FROM THE UNITED STATES HISTORY TEXTBOOKS? -- LGBTQ CONTENT CATEGORIZATION -- Contributions approach -- Additive approach -- Transformation approach -- Social action approach -- DISCUSSION -- QUESTIONS FOR REFLECTION -- REFERENCES -- APPENDIX A -- APPENDIX B -- APPENDIX C -- INVISIBLE INDIANS: How Political Systems Support the Misrepresentation of Indigenous People's History and Its Effect on Indigenous Children -- INTRODUCTION -- ERASING INDIGENOUS HISTORY -- POLITICAL SYSTEMS THAT SUPPORT THE ERADICATION OF INDIGENOUS PEOPLES -- EVALUATION OF EXISTING TEXTBOOKS IN A LOCAL ELEMENTARY, MIDDLE, AND HIGH SCHOOL -- THE DE-MOTIVATING EFFECT ON INDIGENOUS CHILDREN -- A CALL FOR ACTION -- QUESTIONS FOR REFLECTION -- REFERENCES -- GENDER REPRESENTATION IN AP ART HISTORY TEXTBOOKS -- INTRODUCTION -- THEORETICAL FOUNDATION -- FEMINIST THEORETICAL FOUNDATION -- Deconstruction -- Cultural studies -- Psychoanalysis -- METHODOLOGY -- PARTICIPANTS -- RESEARCH DESIGN, PROCEDURE, AND ANALYSIS -- SURVEY DESIGN -- BOOK CHAPTERS REVIEWED -- FINDINGS -- Questionnaire -- Textbooks -- Images -- Line count averages -- Roles -- Clothing and eroticism -- Artists and gender -- Seclusion and gender -- Multiculturalism -- VISUAL AND PERFORMING ARTS STANDARDS AND REQUIREMENTS -- THE TEXTBOOK INDUSTRY AND SCHOOLS -- Consumers, Buyers, and Producers of the Textbook -- ART HISTORY TEXTBOOKS IN HIGH SCHOOL -- CONCLUSION -- RECOMMENDATIONS -- QUESTIONS FOR REFLECTION -- REFERENCES.

NEO-CONFEDERATE IDEOLOGY & HISTORY TEXTBOOKS - 1860 TO 2010.