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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.·2015·Theory & Research in Social Education
DOI 10.1080/00933104.2014.999849
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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 state’s 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.

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Metadata

Authors
Shear, S. B., Knowles, R. T., Soden, G. J., & Castro, A. J.
Affiliations
  • The Pennsylvania State University–Altoona
  • University of Missouri
Venue
Theory & Research in Social Education
Publisher
Informa UK Limited
Published
2015-01-02
Volume
43
Issue
1
Pages
68-101
ISSN
  • 0093-3104
  • 2163-1654
DOI
10.1080/00933104.2014.999849
Cited by
228
References
2
Language
en

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