Manifesting destiny: Re/presentations of indigenous peoples in K-12 U.S. History standards

Sarah B. Shear, Ryan T. Knowles, Gregory J. Soden, Antonio J. Castro

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

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 states 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.

Original languageEnglish (US)
Pages (from-to)68-101
Number of pages34
JournalTheory and Research in Social Education
Volume43
Issue number1
DOIs
StatePublished - Jan 2 2015

Fingerprint

history
inclusion
district
curriculum
present

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science

Cite this

Shear, Sarah B. ; Knowles, Ryan T. ; Soden, Gregory J. ; Castro, Antonio J. / Manifesting destiny : Re/presentations of indigenous peoples in K-12 U.S. History standards. In: Theory and Research in Social Education. 2015 ; Vol. 43, No. 1. pp. 68-101.
@article{69a3d2fbaea142ae8c93fb310b52a851,
title = "Manifesting destiny: Re/presentations of indigenous peoples in K-12 U.S. History standards",
abstract = "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 states 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.",
author = "Shear, {Sarah B.} and Knowles, {Ryan T.} and Soden, {Gregory J.} and Castro, {Antonio J.}",
year = "2015",
month = "1",
day = "2",
doi = "10.1080/00933104.2014.999849",
language = "English (US)",
volume = "43",
pages = "68--101",
journal = "Theory and Research in Social Education",
issn = "0093-3104",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

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.

In: Theory and Research in Social Education, Vol. 43, No. 1, 02.01.2015, p. 68-101.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Manifesting destiny

T2 - Re/presentations of indigenous peoples in K-12 U.S. History standards

AU - Shear, Sarah B.

AU - Knowles, Ryan T.

AU - Soden, Gregory J.

AU - Castro, Antonio J.

PY - 2015/1/2

Y1 - 2015/1/2

N2 - 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 states 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.

AB - 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 states 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.

UR - http://www.scopus.com/inward/record.url?scp=84923323128&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84923323128&partnerID=8YFLogxK

U2 - 10.1080/00933104.2014.999849

DO - 10.1080/00933104.2014.999849

M3 - Article

AN - SCOPUS:84923323128

VL - 43

SP - 68

EP - 101

JO - Theory and Research in Social Education

JF - Theory and Research in Social Education

SN - 0093-3104

IS - 1

ER -