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 language | English (US) |
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Pages (from-to) | 68-101 |
Number of pages | 34 |
Journal | Theory and Research in Social Education |
Volume | 43 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2 2015 |
All Science Journal Classification (ASJC) codes
- Education
- Sociology and Political Science