Abstract
The units of analysis for this book-length study were student textbooks and teacher manuals. We wanted to add new insights and understanding to the field, while building upon and updating past scholarship such as that of Brombach and Tice (1994). We examined Kâ12 curricula from 2003â2012 in order to determine whether themes have stayed consistent or have changed from the 1970s, 1980s, and 1990s, into the 2000s.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The politics of the textbook. New York, NY: Routledge.
Brombach, C., & Tice, N. F. (1994, March). Breaking barriers: An Asian-American curriculum unit. Retrieved from http://files.eric.ed.gov/fulltext/ED369861.pdf
Carpenter, L. P., & Rank, D. (1968). The treatment of minorities: A survey of textbooks used in Missouri high schools. Jefferson City, MO: Missouri Commission on Human Rights. Retrieved from http://files.eric.ed.gov/fulltext/ED041073.pdf
Endo, R. (2012). Mis/representations of Asian Americans in the curricula: Perspectives from second-generation Japanese American youth. International Journal of Multicultural Education, 14(1), 1â18. Retrieved from http://ijme-journal.org/index.php/ijme/article/view/535/691
English, R. (1980). The politics of textbook adoption. The Phi Delta Kappan, 62(4), 275â278.
Fisher, D. E. (1974). Viewpoints on Asian and Asian Americans found in secondary U.S. history textbooks. Asian Forum, 6(4), 20â41.
Halagao, P. E., Tintiangco-Cubales, A., & Cordova, J. M. T. (2009). Critical review of Kâ12 Filipina/o American curriculum. Aapi Nexus, 7(1), 1â26. Retrieved from http://filameducation.com/wp-content/uploads/1-24.HCC.pdf
Harada, V. H. (2000). The treatment of Asian Americans in U.S. history textbooks published 1994â1996. Bloomington, IN: ERIC Clearinghouse for Social Studies/ Social Science Education (ERIC Document Number: ED448072). Retrieved from http://eric.ed.gov/?id=ED448072
Hartlep, N. D. (Ed.). (2014). The model minority stereotype reader: Critical and challenging readings for the 21st century. San Diego, CA: Cognella.
Hickman, H., & Porfilio, B. J. (Eds.). (2012). The new politics of the textbook: Critical analysis in the core content areas. Rotterdam, Amsterdam: Sense Publishers.
Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. Journal of Counseling Psychology, 25(4), 517â572.
Hill, C. E., Knox, S., Thompson, B. J., Williams, E. N., Hess, S. A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52(2), 196â205.
LaBelle, J., & Shaw, V. (2010). Selecting ELL textbooks: A content analysis of ethnicity depicted in illustrations and writing. Journal of Multiculturalism in Education, 6(2). Retrieved from http://www.wtamu.edu/journal/volume-6-number-2.aspx#labelle.
Siler, C. R. (1987). Content analysis: A process for textbook analysis and evaluation. International Journal of Social Education, 1(3), 78â99.
Wade, R. C. (1993). Content analysis of social studies textbooks: A review of ten years of research. Theory and Research in Social Education, 21(3), 232â256.
Yee, A. H. (1973). Myopic perceptions and textbooks: Chinese Americansâ search for identity. Journal of Social Issues, 29(2), 99â113.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
Âİ 2016 Sense Publishers
About this chapter
Cite this chapter
Hartlep, N.D., Scott, D.P. (2016). Methodology. In: Asian/American Curricular Epistemicide. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-639-2_2
Download citation
DOI: https://doi.org/10.1007/978-94-6300-639-2_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-639-2
eBook Packages: EducationEducation (R0)