Does Racism Still Exist in School Textbooks?
by Holly Caldwell
In September 2015, Coby Burren, a ninth grader at Pearland High School near Houston, Texas, caught an error that had seemingly gone unnoticed through numerous rounds of editorial review. As he glanced down at the map depicting U.S. immigration patterns in his social studies textbook, published by McGraw Hill-Education, he was dismayed to find that Africans were described as workers—not slaves—who had migrated to the southern United States during the Atlantic Slave Trade.
His mother, Roni Dean-Burren, lambasted the publishing giant on social media, giving what media outlets have aptly referred to as “a lesson on accuracy.” David Levin, president and chief executive of McGraw-Hill Education, acknowledged that something had clearly gone wrong and admitted that the company “must and will do better.” Yet, he insisted that the error was an editorial oversight and not a problem with Texas state curriculum standards.
What standards was Levin referring to? In 2010, a conservative bloc successfully pushed through changes in order to “restore balance” after what they called years of “liberal bias” in history education. As part of this shift, themes central to African American history were either diluted or altogether removed from the state’s curriculum. In the interest of downplaying the history of slavery, the board referred to the African slave trade as the “Atlantic Triangular Trade.” The Jim Crow Laws and the onslaught of the KKK were simply erased from the state’s curriculum. Such omissions meant that it would be impossible to publish historically accurate textbooks that were free of political bias that also complied with the Texas Board of Education’s agenda.
While the question remains as to whether anyone raised concerns about the particular caption that Coby Burren spotted that day, many did raise concerns about the new textbooks themselves. In 2014, a group of ten scholars had already begun sounding the alarm. This group, which had been hired by the non-partisan Texas Freedom Network, criticized the historical inaccuracies and political biases of the textbooks that were up for consideration by the Texas State Board of Education. In his interview with NPR, historian Edward Countryman urged that the books should include more about slavery and race throughout U.S. history and likened the recently adopted texts to “teaching physics and stopping at Newton without bringing in Einstein.”
Scholars aside, the parties involved maintain that this error was the result of editorial oversight. According to Thomas Ratliff, vice chair of the Texas Board of Education, “Everybody admits it shouldn’t have happened, so let’s figure out how to prevent it in the future.” The spokesperson for McGraw Hill-Education, Brian Belardi, openly acknowledged that the Texas books would not be used for the company’s clients in other states. Given the recent 2010 conservative overhaul of the state’s history curriculum, coupled with the fact the company produced a unique set of books unique for the state of Texas, leads one to wonder if this was the very agenda the conservative board was intending to carry out in the first place.
This problem is not unique to Texas or the South. While textbook publishers might not produce books that contain overt racist rhetoric, it’s no secret that history is often told through the Eurocentric lens of the white male victor, and these books continue to include language that is offensive to people of color. Despite repeated platitudes of “we can—and should—do better” or “let’s figure out how to prevent it in the future,” the fact of the matter is, few publishers have made a concerted effort to recount history in a manner that fully integrates the voices of Black people into the American story and few districts around the country have adapted their state curriculums to insist that they do. In short, there is a lack of mutual accountability. If schools demanded it, publishers would have to produce it.
When the histories of Black people are integrated into textbooks, it is often done so in a way that victimizes them or dilutes their experiences altogether. This is exemplified when slaves are referred to as “workers,” the brutal legacy of the Jim Crow era is outright omitted, or the domestic terrorism of the KKK is erased for fear that it might tarnish the nation’s history. Across the United States, students often learn that African American history begins with slavery and ends with the Civil Rights movement. This narrative fails to recognize the sacrifices and triumphs of Black people and the integral role they played throughout American history and the essential role they continue to play. Textbook companies and school districts alike have a mutual responsibility to teach our nation’s rich history—warts and all—and to ensure that all voices are powerfully heard.
The simple concept of empowering all voices is the crux of Black Phoenix Ink’s mission. Through the efforts of our talented authors and volunteers, we create empowering stories of the Black experience, history, and culture for young Black children and adolescents. It is our goal that by providing positive literary images of Black and African culture, they will develop pride in their cultural and ethnic heritage and reject society’s negative stereotypes. Our YouTube Channel, Black Story Corner, is a great place to become acquainted with our work—here you can experience firsthand with your child some of the amazing original stories that our team has brought to life.
Bibliography
- Bibliography Michael Birnbaum, "Texas Board Approves Social Studies Standards that Perceived Liberal Bias," The Washington Post, May 22, 2010, Accessed on November 4, 2020, https://www.washingtonpost.com/wp-dyn/content/article/2010/05/21/AR2010052104365.html
- Tom Dart, "Textbook Passage Referring to Slaves as 'Workers' Prompts Outcry," The Guardian, October 5, 2010, Accessed on November 6, 2020, https://www.theguardian.com/education/2015/oct/05/mcgraw-hill-textbook-slaves-workers-texas
- 1.Manny Fernandez and Christine Hauser, "Texas Mother Teaches Textbook Company a Lesson on Accuracy," The New York Times, October 5, 2015, Accessed on November 6, 2020, https://www.nytimes.com/2015/10/06/us/publisher-promises-revisions-after-textbook-refers-to-african-slaves-as-workers.html?auth=login-google Cynthia Greenlee, "How History Textbooks Reflect America's Refusal to Reckon with Slavery," Vox Media, August 26, 2019, Accessed November 10, 2020, https://www.vox.com/identities/2019/8/26/20829771/slavery-textbooks-history
- 2. Laura Isenee, "Why Calling Slaves 'Workers' is More than an Editing Error," National Public Radio, October 23, 2015, Accessed on November 9, 2020, https://www.npr.org/sections/ed/2015/10/23/450826208/why-calling-slaves-workers-is-more-than-an-editing-error
- 3.Laura Isenee, "How Textbooks Can Teach Different Versions of History," National Public Radio, July 13, 2015, Accessed on November 4, 2020, https://www.npr.org/sections/ed/2015/07/13/421744763/how-textbooks-can-teach-different-versions-of-history
- Michael Schaub, "Textbook Calling Slaves 'Immigrants' to be Changed, After Mom's Complaint," Los Angeles Times, October 5, 2015, Accessed on November 10, 2020, https://www.latimes.com/books/jacketcopy/la-et-jc-texas-textbook-calls-slaves-immigrants-20151005-story.html
- Nikita Stewart, "'We Are Committing Educational Malpractice': Why Slavery is Mistaught—and Worse—in American Schools," The New York Times, August 19, 2019, Accessed on November 10, 2020, https://www.nytimes.com/interactive/2019/08/19/magazine/slavery-american-schools.html