Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


ohiou1251483565.pdf (584.06 KB)

ETD Abstract Container

Abstract Header

A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools

Agiro, Christa Preston
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565

Abstract Details

2009, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction Cultural Studies (Education).
This study employed Critical Discourse Analysis to compare teacher editions of the three most widely used high school American Literature textbooks in Christian schools to the most widely used in public schools, examining them through the lens of Critical Theory. The study examined all parts of the teacher editions, excepting literary works, for messages about race, ethnicity, gender, social class, sexual orientation, and physical and mental ability. The study found that neither textbooks used in Christian nor public schools handled minority groups ideally. Textbooks used in Christian schools repeated more outdated forms of linguistic discrimination, devoted less space and attention to authors who were minority figures, rarely confronted discrimination in learning guides and suggested pedagogical approaches, and omitted large portions of history concerning minority groups. Public school textbooks rarely engaged in linguistic discrimination, but also devoted, at times, an inequitable amount of space and attention to authors who were members of minority groups, addressed social injustices with varying levels of critical awareness, and generally explained harsh historical realities of race relations in the United States.
Jaylynne N. Hutchinson (Committee Chair)
Jacqueline Glasgow (Committee Member)
George Johanson (Committee Member)
Linda Rice (Committee Member)
278 p.
African Americans; American History; American Literature; American Studies; Bible; Black History; Cultural Anthropology; Education; Educational Sociology; Gender; Language Arts; Latin American Literature; Literature; Minority and Ethnic Groups; Native; Native Americans
Critical Discourse Analysis; Critical Theory; Christian school; textbook; race; class; gender; sexual orientation; physical ability; mental ability; American literature; teacher edition; Cultural Studies; textbook adoption; textbook publisher

Recommended Citations

Citations

  • Agiro, C. P. (2009). A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565

    APA Style (7th edition)

  • Agiro, Christa. A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools. 2009. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565.

    MLA Style (8th edition)

  • Agiro, Christa. "A Comparative Critical Discourse Analysis of Teacher Editions of Secondary American Literature Textbooks Adopted for Use in Christian and Public Schools." Doctoral dissertation, Ohio University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1251483565

    Chicago Manual of Style (17th edition)

ohiou1251483565
7,881
© 2009, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.