Native Americans in social studies curriculum: An Alabama case study

Persistent Link:
http://hdl.handle.net/10150/278722
Title:
Native Americans in social studies curriculum: An Alabama case study
Author:
Barragan, Denise Eileen
Issue Date:
2000
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study describes how some members of the Cherokee Tribe of Northeast Alabama, a state recognized community, reacts to the ways in which Native peoples are represented in the social studies curriculum of DeKalb County, Alabama. Tribal members, ages 30--80 were interviewed about their educational experiences, as well as about their perspectives on the current curriculum. Social studies curricula of this school district, as well as elsewhere in the Alabama public school system, portrays Native peoples in a negative manner, and through the interviews and an extensive analysis of the curriculum, specific examples of these negative portrayals are pinpointed. This study specifically looks at the content, language and illustrations of seven state adopted textbooks, resulting in some specific recommendations on how teachers, as well as administrators, could improve the curriculum.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
History, United States.; Education, Social Sciences.; Education, Curriculum and Instruction.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; American Indian Studies
Degree Grantor:
University of Arizona
Advisor:
Lomawaima, K. Tsianina

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleNative Americans in social studies curriculum: An Alabama case studyen_US
dc.creatorBarragan, Denise Eileenen_US
dc.contributor.authorBarragan, Denise Eileenen_US
dc.date.issued2000en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study describes how some members of the Cherokee Tribe of Northeast Alabama, a state recognized community, reacts to the ways in which Native peoples are represented in the social studies curriculum of DeKalb County, Alabama. Tribal members, ages 30--80 were interviewed about their educational experiences, as well as about their perspectives on the current curriculum. Social studies curricula of this school district, as well as elsewhere in the Alabama public school system, portrays Native peoples in a negative manner, and through the interviews and an extensive analysis of the curriculum, specific examples of these negative portrayals are pinpointed. This study specifically looks at the content, language and illustrations of seven state adopted textbooks, resulting in some specific recommendations on how teachers, as well as administrators, could improve the curriculum.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectHistory, United States.en_US
dc.subjectEducation, Social Sciences.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineAmerican Indian Studiesen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLomawaima, K. Tsianinaen_US
dc.identifier.proquest1399726en_US
dc.identifier.bibrecord.b40638005en_US
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