Hidden Histories: Racialized and Gendered Silences in Texas Social Studies Curriculum

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: The Limitations of Reform: Recognizing the gaps in scripted curriculum and transformative efforts

Abstract

This study critically analyzes the Texas Essential Knowledge and Skills (TEKS) for elementary social studies to examine patterns in the representation of historical figures. Using critical content analysis and grounded in critical curriculum theory and critical pedagogy, the study reveals that the TEKS overwhelmingly center white, male figures, while marginalizing women, people of color, and radical voices. These patterns reflect and reinforce dominant ideologies, shaping students’ understandings of history, identity, and justice. The findings highlight how curriculum operates as a political tool that privileges certain narratives while silencing others. This research calls for a critical interrogation of curricular standards to support more equitable, inclusive, and transformative historical education.

Author

• Christina Salazar, Texas Woman's University