Textbook dependence structurally silences non-dominant voices in classrooms

Evidence

According to Litner and Macphee (2012), social studies textbooks are “contested texts in which omission offsets contribution and uniformity is touted to the exclusion of diversity. Perspectives are promoted, thus heard; perspectives are ignored, thus silenced” (p. 269). Lawrence (1997) believes that “cognizant or not, white teachers inherently obtain and thus profess a set of social, economic, and political privileges that often manifest into biases or perceptions in the classroom” (p. 110). When teachers depend heavily on textbooks, the silencing of voices is a problem. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 598

Categorization

• XREF: connects to: Order-obsession and fear of losing face silence dissent in classrooms — bell hooks, Teaching to Transgress: Education as…, 354; Supporting Ebonics as a teaching tool did not overturn the linguistic hierarchy — Ibram X. Kendi, Stamped from the Beginning: The…, 1171; Standardized prepackaged curricula suppress learners’ critical thinking about their own experience — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 191 (+2 more)

Broader Connections

• Order-obsession and fear of losing face silence dissent in classrooms #expands (0.82) — bell hooks, Teaching to Transgress, 354
• Supporting Ebonics as a teaching tool did not overturn the linguistic hierarchy #qualifies (0.72) — Ibram X. Kendi, Stamped from the Beginning, 1171