U.S. History Textbooks and Queer History: An Analysis of Textbooks

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Queering the Classroom: Queer K–12 Curriculum and Pedagogy (Table 13)

Abstract

This study addresses the prevalent issue of heteronormative narratives perpetuated in U.S. history textbooks and the subsequent omission of queer-related histories. Textbooks have long been utilized in education to provide content background to students. However, they often fail to promote inclusivity and elevate historically marginalized voices, maintaining minorities as subfields to mainstream narratives. Despite calls for diversifying social studies curricula and centering marginalized perspectives, there needs to be more analysis specifically focusing on U.S. history textbooks. This study adds up to the conversation by analyzing four U.S. History textbooks.

Authors

• Robert J. Lynn, Texas Tech University

• Weverton Ataide Pinheiro, Texas Tech University

• Cacee Hoyer, University of Southern Indiana