ERIC Number: EJ1052528
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 108
Manifesting Destiny: Re/Presentations of Indigenous Peoples in K-12 U.S. History Standards
Shear, Sarah B.; Knowles, Ryan T.; Soden, Gregory J.; Castro, Antonio J.
Theory and Research in Social Education, v43 n1 p68-101 2015
In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K-12? (b) What is the difference between the frequency of inclusion of pre-1900 Indigenous content and post-1900 Indigenous content in U.S. history standards for K-12? (c) How do the standards depict Indigenous Peoples in U.S. history? U.S. history curriculum standards from all 50 states and the District of Columbia were analyzed using within-case analysis and quantified to represent each state's depiction of Indigenous content. Findings reveal that standards overwhelmingly present Indigenous Peoples in a pre-1900 context and relegate the importance and presence of Indigenous Peoples to the distant past.
Descriptors: History Instruction, Indigenous Populations, Mixed Methods Research, Guidelines, Course Content, United States History, American Indians, Case Studies, State Standards, Elementary School Students, Social Studies, Content Analysis
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A