Removal from the schools of educational material objectionable to American Indians is a matter of concern to teachers, parents, Indian communities and organizations, and educational decision makers. To appeal to a wider market, publishers often produce materials favoring the interests of the predominant society. Thus, textbooks and other…

Contends that institutionalized Eurocentric curricula constantly reinforce racial and sexual inferiority complexes among people of color and women. Calls for the incorporation of world mathematical and scientific history and knowledge in the curriculum. Describes a radical pedagogy encouraging minority students to feel positive and self-assured…

Argues that textbooks legitimate selective forms of knowledge underlying supposedly democratic reforms heavily influenced by conservative economic/political forces and eclipsing the historical experiences and cultural expression of the less powerful. Views textbooks as part of social construction of reality. Calls for politicized, multiple…

Discusses and criticizes criminal justice's deviation from its roots in sociology and adaptation of a more career-oriented perspective. Maintains that the symbiotic relationship between law enforcement agencies and criminal justice as an academic discipline has corrupted the discipline and inhibited academic inquiry. (MJP)

Traditional psychological theories are designed, in large part, to explain the behavior of white males, viewing female behavior as deviant or deficient, or ignoring it altogether. While special undergraduate topics courses, such as those on the psychology of women, address this problem in part, many institutions cannot afford to offer them. In…

Includes an historical overview of reading textbooks, a discussion of some procedures used by publishers to eliminate textbook bias, an analysis of a popular Houghton-Mifflin reading series (for grades 1-3), and a proposed statement of the rights of children to unbiased textbooks. (Author/GC)

Argues that oftentimes simple parallel constructions and choice of examples reflect an unconscious bias in history textbooks. Reveals a number of these, particularly related to the United States' treatment of minorities in World War II. Advocates using strategies to identify and challenge biases in history textbooks. (MJP)

Seven widely-used high school world history textbooks were analyzed to test the proposition that alternative political and economic systems, such as American democracy and Soviet communism, are treated neutrally, as if they are morally equivalent. This proposition has been advanced by leaders in the U.S. Department of Education as a criticism of…

There has always been a traditional bias in the learning materials used in schools. Due to a growing awareness of this bias, educators have become sensitive to the need for change in curricular materials. The trend in textbook publication has been to pretend that discrimination no longer exists in the United States. The extensive textbook…

This analysis of U.S. history textbooks from the 19th century to the present examines how and why textbooks have changed during certain decades. The book is organized into three chapters. Chapter I, Past Masters, discusses the politics of textbook publishing, the influence of large adoption units, and the book from which a majority of American…

Characterizes economist John Maynard Keynes as immoral, decadent, and short sighted. Criticizes his economic theories for manifesting these same qualities and claims that these theories hold predominant sway over high school economics education. Mentions several supposedly biased passages from textbooks but provides no examples. (MJP)

The lawyer representing "Concerned Women for America" discusses the real issues in the Tennessee Textbook Case, as opposed to the apparent issues. (NKA)

Analyzes seven barriers to teaching global education, focusing on teacher education, teaching methods, textbook bias, curricular rigidity, and student attitudes. Stresses the importance of understanding global interdependence as a part of citizenship education and the social studies curriculum. Suggests that understanding the barriers to global…

Sex equity researchers have identified four areas that demand the attention of rural and small school administrators: inadequate textbooks, student gender differences in knowledge/attitudes about women, inadequate student knowledge of and attitudes toward women in society, and messages of lack of status/importance of women found in the hidden…

Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum. Houghton Mifflin displayed a global-humanistic perspective while Macmillan favored a nationalistic, exclusionary approach. Includes examples from both. (MJP)