Disrupting Colonial Narratives for Peace: A Critical Content Analysis of World History Textbooks

• In Event: Cultivating Peace through Resistance: Teaching for Justice Across Borders and Histories

Proposal

This paper presents an in-progress comparative critical content analysis of eight world history textbooks from the United States, France, Mexico, and South Africa, examining how colonialism, liberation movements, and human rights are represented in secondary education curricula. Guided by alienation theory alongside postcolonial and decolonial frameworks, this study interrogates the language, content, and narrative structures that shape students’ understandings of global history and their positionality within systems of power.
By coding for language and topic coverage, the project seeks to illuminate how curricular narratives can either perpetuate Eurocentrism and historical erasure or open space for critical engagement and pluralistic cultures of peace. This ongoing research aims to contribute to conversations on curriculum design and human rights education, offering insights into how decolonial, justice-oriented pedagogies might transform students’ experiences of learning history in a divided world.

Author

• Carmen E Barba, USF School of Education