Date of Thesis

Spring 2024

Description

This study uses Critical Race Theory (CRT) as a theoretical framework to examine the portrayal of the U.S. Revolutionary War in three 5th grade social studies textbooks approved by the state of Florida’s curriculum standards. Textbooks have been a focal point for political debate, most recently influenced more by politicians than by educators. A qualitative rubric was developed to evaluate the textbooks, examining the extent to which they include a CRT telling of the Revolutionary War. This rubric was informed by the tenets of CRT in educational research as described by Solorzano and Yosso (2002). Consistent themes arose from the rubric evaluations, including a diminishment of slavery realities, a patriotic rhetoric that masks the nation’s hypocrisy, and a lack of counter narrative that doesn’t allow students to question, challenge, or criticize history. Examining textbooks’ portrayal of history is important in understanding the narrative of the nation that exists today.

Keywords

critical race theory, education, textbook analysis, Florida, social studies curriculum

Access Type

Honors Thesis

Degree Type

Bachelor of Arts

Major

Education

First Advisor

Sue Ellen Henry

Second Advisor

David Rojas

Third Advisor

Heidi Lorimor

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