Authors: Katrina Pietromica*, University of Arizona - Geography & Development
Topics: Cultural Geography, Ethnicity and Race
Keywords: education, race, history, compulsory schooling, white supremacy, place-making, textbooks, politics
Session Type: Paper
Presentation File: No File Uploaded
This paper interrogates the power represented within a U.S. history textbook through a Critical Content Analysis in order to trouble the portrayal of Black, brown, indigenous, queer folx, and women within current curriculum. Through the close reading and analysis of the textbook using Critical Race Theory, I aim to highlight varying manifestations of oppression and marginalization. Drawing attention to the racialized curriculum and its place-making in the classroom allows for an intentional and needed shift towards a critical and liberatory pedagogical space. Recognizing that U.S. public school textbooks are a space of political rhetoric and hegemonic discourses—changing to meet the whims of those in power with no attention to either truth or Truth—and that white supremacy is a foundational institution of the U.S., this paper aims to find and illuminate the dynamics of oppression as manifested through a U.S. history textbook which works to maintain the symbiotic hegemonies of white supremacy and late capitalism.