I had a chance to talk about the issue on representation of minorities in World History textbooks. He had a different take on this topic. I thought it was a rather interesting view. He stated that we needed to look beyond the textbook content and teaching methodologies and focus on the CA framework. He noted that the World History textbooks we use in our classrooms are based on the influences that the US has had on the world and the ways in the which the world has/is interacting with the US. This is what the CA framework is based on, and this is what textbook makers are looking at when deciding the content and representation of covered material.
However, he also noted that the CA framework seems to be outdated. The contents covered in the textbook does not address the most current issues and therefore does not accurately represent minorities. When minorities are included in the textbooks, the viewpoints are outdated by decades.
For example, in representing Koreans and Korean Americans, our textbooks today do not include an accurate account of the current relationship that Korea has with the US. The relationship between these two countries in our textbooks are that of the Korean War and the relationship that developed following the event. Needless to say, the relationships between these two countries has changed greatly in the decades that followed.
I am certain that this is the same case for many if not all of the foreign countries with which the US has had a relationship. This means that the contents mandated by the CA framework must be updated to include the evolution of these relationships as a part of World History.
It is natural for Frameworks to become outdated. As history unfolds, we learn new things about the past. Historiography (the study of history and methodology of history) is ever evolving and we no longer look at the Great Depression the way people looked at it during the 1940's, 1950's, etc...As historians shed light on the past AND as America's relationships with countries changes, so do and will the Frameworks change. Recently, the Framework underwent some changes especially as they pertain to Asia--Korea. Due to budget problems, no book has been updated in the last 5 or so years that reflects those changes. The books we are currently working with reflect the old Framework. The old Framework goes back almost two decades. But I would venture to say that most 10th grade world history classes do not get past the Vietnam War. It is rare for teachers to end the year by bringing light to current world events through modern eyes. And that's unfortunate because that's what makes history interesting--the ability to relate what is going on today to what happened in the past and vice versa. Opportunity lost!
ReplyDeleteOn Carlos’s point of texts becoming outdated: obviously there is great cost to editing and reproducing large cumbersome textbooks, which is an argument for transferring more of our student research and learning toward the digital. I know some colleagues who view this as a social justice issue – that the notion of ipads in the hands of students, for instance, levels the playing field as it provides students with more current and relevant information.
ReplyDeleteI am sure we’ve all grappled with the flipside – online material can be updated day to day, has more current information and can also be entirely unreliable. I think this is why those in the business of curriculum information need to start making entirely reliable and consistently updated sites for classroom use. (I know this is probably in effect in parts of the country – just not in my work world… yet.)
Although our books are outdated, there is much teachers can do to present more current and relevant information. This is where teacher creativity begins! making comparison and contrast on what we learn in those outdates books and what it is out there now, and why not, venture on what the future holds for us, after all doesn't history repeats itself?
ReplyDeleteTextbooks are a structure to help guide teachers in teaching the CA framework for their subject matter(s). The extent to which textbook use happens varies from teacher to teacher. Nevertheless, the framework is the driving force behind what we teach. Why? Because students are tested on their coverage of the framework through standardized tests. And today, teachers are being assessed in how well their students are able to master those standards. The frameworks are documents that are revised from time to time, but every decade or so, society seems to re-evaluate the role we play in the world. New teachers graduating from UCLA in the last decade, are vastly different from teachers graduating in the 1980's. Nevertheless, both young teachers and older teachers should be teaching from the same framework regardless of personal biases. You can give history whatever slant you want, but you are still responsible for certain content and skills. If you want to teach your students that the McCarthy era/Red Scare was completely justifiable or that it was a stain on American history is besides the point, but students should understand the essential content they will be tested on.
ReplyDeleteHello All, upon further reflection on this topic I have to wonder how much of an issue outdated textbooks or minorities underrepresented in textbooks will play with the advent of technology. Linking back to Jordan's point our school is looking at ebooks for our students via iPads but other types of tablet such as (kindle/nook) provide the same service. If we move completely to digital books it would be much easier to update the books more frequently. On average how often do schools replace/re-adopt textbooks? Every ten years maybe? Updating books takes a long time and if you look at two printings they don't really change that much. It has thus been the responsibility of teachers to supplement the textbook and fill in the holes. Our own personal biases and preferences impact the holes we fill in and the holes we make bigger. That is why I can't help but think that teacher preparation and diversity training is key. The frameworks too are vague and up to the teacher's interpretation so a lot is still left up to the teacher.
ReplyDeleteMaybe this is exactly why schools should have history electives that would allow teachers to address history from the stand point of the community they serve. For example, our school started a Latin American Studies elective that seniors can take and are taught by Spanish and English teachers. Maybe in schools that serve predominantly black communities there should be electives offered on black history and in Korean communities there should be electives offered regarding the Korean experience in America and around the world.
ReplyDeleteI cannot tell you all how good it felt to finally be able to take the 1 African American history course and Blacks in American Media in college (which was taught by a white professor... but that's another question for another blog). These types of courses are truly empowering and we should find a way, as educators, to infuse these learning experiences into our curriculum for all communities and at every grade level.