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Asher, Eugene L. – History Teacher, 1978
Discusses problems encountered in developing and teaching from nonbiased history books and materials. Explores conflicts between objective or critical history teaching and the use of history curricula and classroom texts to accomplish societal goals. (Author/DB)
Descriptors: Comparative Education, Critical Thinking, Curriculum, Educational Assessment
Scott, John Anthony – Inequality in Education, 1977
James W. Loewen and Charles Sallis wrote "Mississippi: Conflict and Change" to be used as a state history text. A state rating committee rejected the book. The authors have sued the state, claiming that the old text, used exclusively since 1962, violates the rights of blacks and other minority groups. (GC)
Descriptors: American Indians, Black Influences, Court Litigation, Elementary Secondary Education
Splitt, David A. – Executive Educator, 1987
Discusses "Mozert v. Hawkins County Public Schools" (Tennessee), a case involving a controversial reading textbook offending fundamentalist parents of six middle school children. The Court of Appeals reversed a district court ruling, holding that uniform use of the Holt textbook was not essential to the state's goals to teach reading.…
Descriptors: Constitutional Law, Controversial Issues (Course Content), Court Litigation, Junior High Schools

Ellington, Lucien – Social Education, 1986
An analysis of 12 secondary economics textbooks revealed that the economic issues of poverty, unemployment, and labor as they relate to Blacks and Hispanics are often ignored. Economics texts would be greatly improved if critical work led to the inclusion of even such rudimentary information as race-specific employment data. (RM)
Descriptors: Blacks, Economics Education, Educational Needs, Hispanic Americans

Zunino, Gerald J. – Journal of Negro Education, 1973
Reports research intended to determine whether the multitude of instructional materials prepared as a result of the recent interest in Afro-American history were in agreement with recent historical scholarship. (Author/JM)
Descriptors: Black History, Black Studies, Curriculum Development, History Textbooks
Banks, James A. – Soc Educ, 1969
"Research in Social Studies Education , James P. Shaver, Editor-- Social Education's Research Supplement, Number One, December 1969. (AP)
Descriptors: Black Achievement, Black History, Black Literature, Black Studies
Marek, Rosanne J. – Indiana Social Studies Quarterly, 1983
Most elementary teachers are inadequately prepared to teach about the Middle East. The situation is exacerbated by the fact that elementary texts dehumanize Middle Eastern peoples by reducing them to mere caricatures. Needed are the involvement of Middle Eastern studies experts in writing textbooks and the improvement of teacher's manuals. (RM)
Descriptors: Educational Needs, Elementary Education, Middle Eastern History, Middle Eastern Studies

Groff, Patrick – Journal of Negro Education, 1982
Thirty-six recently published United States history texts were examined for their treatment of the Freedmen's Bureau, a Federal agency ostensibly established to promote the welfare of emancipated slaves. Only four contained adequate information about the Bureau's role in perpetuating a contract labor system, thus exacerbating low Black…
Descriptors: Agency Role, Agricultural Laborers, Black History, Blacks
Interracial Books for Children Bulletin, 1982
In a review of 71 geography, history, and social studies books, a panel of individuals knowledgeable about Central America found omissions and stereotypic views that prevent students from understanding current events in that region. (Author/GC)
Descriptors: Books, Childrens Literature, Elementary Secondary Education, Ethnic Stereotypes
Fleming, Dan – International Journal of Political Education, 1981
Examines the impact of nationalism on six leading secondary level U.S. world geography textbooks. Specific examples of nationalistic bias are cited. Particular emphasis is given to the parallel between changes in American foreign policy and the focus of textbooks published over several decades. (AM)
Descriptors: Content Analysis, Foreign Policy, Geography Instruction, Nationalism

Moss, Jacque D.; Brown, Frederick G. – Journal of Educational Measurement, 1979
This study investigated the hypothesis that sex biases (defined as disproportionate references to one sex) in a reading passage and on a comprehension test would lead to differential performance by 120 male and female undergraduates. An analysis of variance revealed no significant main effects or interactions. (Author/CTM)
Descriptors: Analysis of Variance, Content Analysis, Higher Education, Reading Comprehension

Willeke, Audrone, B.; Sanders, Ruth H. – Unterrichtspraxis, 1978
Illustrates teaching strategies that will counteract the sex-role stereotyping typically present in elementary German language texts. Practical measures that teachers can take to increase student awareness of sex stereotyping in the areas of grammar, lexical items, dialogues, and readings are discussed. (EJS)
Descriptors: Cultural Awareness, Cultural Education, German, Language Instruction
Yu, Connie Young – Civil Rights Digest, 1976
Discusses such topics as educational discrimination against the Chinese in California, school segregation, language and other handicaps preventing Asian American parents from participating in educational policy formation, the growth of bilingual education, ethnic discrimination in textbooks, ethnic studies projects, and counseling problems caused…
Descriptors: Asian Americans, Bilingual Education, Educational Counseling, Educational History
Leonard, Simon – Australian Journal of Indigenous Education, 2002
An Australian researcher exploring the underlying assumptions held by non-Aboriginal educators involved in Aboriginal education reexamined his first childhood history book, "Australia from the Beginning" (Pownall, 1980). Although a liberal and sympathetic treatment, the book reflected non-Aboriginal assumptions about assimilation as…
Descriptors: Aboriginal Australians, Acculturation, Beliefs, Childhood Attitudes

Tupper, Jennifer – Alberta Journal of Educational Research, 2002
Analysis of three Canadian grade 10 social studies textbooks illustrates how the discrimination and persecution endured by Japanese Canadians have been marginalized. As long as textbooks present perspectives of the dominant social group, inequalities embedded in society will remain hidden. Using textbooks critically to interrogate biases inherent…
Descriptors: Civil Liberties, Critical Reading, Educational Needs, Foreign Countries