Representations in Texas english language arts' textbooks: A critical literature pedagogy study

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dc.contributor.advisorPletcher, Bethanie
dc.contributor.authorFigueroa, Jeanette
dc.contributor.committeeMemberSmith, Nancy
dc.contributor.committeeMemberReinhardt, Kimberly
dc.contributor.committeeMemberSalter, Sarah
dc.date.accessioned2023-10-24T20:51:31Z
dc.date.available2023-10-24T20:51:31Z
dc.date.issued2023-08
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instructionen_US
dc.description.abstractThis exploratory qualitative study evaluated representations in literary selections in four English Language Arts textbooks for 11th grade adopted for instructional use in the state of Texas for the 2020-21 school year. The selection of this purposive sample represented the most recent adoption for ELA since the 2010 school year. Drawing on the theoretical framework of Critical Theory (Habermas, 1975) and Critical Literature Pedagogy (Borsheim-Black, et al., 2014), this study is rooted in the belief that ideology contributes to the oppression and marginalization of people and groups (Beaudry & Miller, 2016). Since the early 1900s, scholars have reported on the cultural misrepresentations and exclusion of marginalized populations in textbooks and other reading materials used in curriculum instruction (Apple & Christian-Smith, 1991; Hickman & Portfilio, 2012; Williams & Agosto, 2012). With persisting strides towards equitable learning experiences for all students, the evaluation of textbooks provided an opportunity to critically explore the representations in literary selections published between 1970 and 2020. Grounded on a constructivist approach, an emergence of patterns and themes of representations contributed to an understanding of how and to what extent the literary selections support and mirror today’s culturally pluralistic learning environments. The following four themes emerged from an open coding and versus coding method, and thematic analysis: 1) The Journey to Seeking an Identity in the United States; 2) Redefining History and Rebuilding America; 3) Modern-Day Life; and 4) Reconnecting to the Land. Keywords: critical literature pedagogy, textbooks, instructional materials, critical theoryen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentCurriculum & Instruction Programen_US
dc.format.extent170 pagesen_US
dc.identifier.urihttps://hdl.handle.net/1969.6/97616
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.titleRepresentations in Texas english language arts' textbooks: A critical literature pedagogy studyen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
thesis.degree.disciplineCurriculum & Instruction
thesis.degree.disciplineCurriculum & Instruction Programen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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