It is essential for English Language Arts educators to understand the multiple ways in which they can make the classroom an inclusive environment for all students. This study examines the racist ideas deeply ingrained within texts taught in an American literature-centered secondary English Language Arts course and explains one way for teachers and professional learning communities (PLCs) to survey and closely scrutinize one’s text choices for racist and overall biased messaging. Using qualitative content analysis of the Houghton Mifflin Harcourt’s Collections textbook for Grade 11, I analyze the texts from the first two units I taught as a first-year teacher in a junior-level English Language Arts classroom to determine if and how such texts contribute to a hidden assimilationist curriculum. Valuable insight is given to educators and administrators to determine what necessary changes should be made to English Language Arts curricula and how to spot true diversity and inclusivity within curricular resources like textbooks. More high quality research is needed to continue studying the impact of text choice on culturally relevant education.
| Date of Award | 2024 |
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| Original language | American English |
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| Awarding Institution | - Eastern Illinois University
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| Supervisor | Jay Bickford (Supervisor) |
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A Reflective Study of Textbook-Centered ELA Curricular Resources
Damann, A. F. (Author). 2024
Student thesis: Master's Thesis › Master of Science in Education (MS Ed)