Textbooks Still Fall Short: The Need for Diverse Perspectives in ELA Curricula
A recent article in EdWeek discusses a new approach to teaching English/language arts (ELA) called “knowledge-building curricula” which aims to systematically build students’ knowledge of the world by integrating content from subjects like science and social studies. These programs feature tightly-linked thematic units rather than stand-alone skills lessons or student book choice. Their research shows building knowledge aids comprehension, but questions remain about content choices and real-world impact. The Portage, Michigan district has implemented one such program, using units on hurricanes and human rights to prompt analytical writing. Teachers appreciated student engagement but recognise the challenge of high expectations. Still, EdWeek notes, advocates hope this represents an enduring shift towards meaningful ELA instruction rather than just another fad.
A long way to go …
“Some commercially available knowledge-building programs have been criticized for having a Eurocentric slant, placing disproportionate emphasis on white, male authors and figures in history. Portage district leaders kept that in mind as they went through the curriculum-selection process. “We were really approaching it from the lens of, we want to represent every single person in our community,” said Sheahan. The district is about 77 percent white, 6 percent Black, 8 percent Latino, 7 percent Asian, and 9 percent two or more races.”
One of Portage’s final choices didn’t pass muster on its diversity, equity, and inclusion metrics. A consultant pointed out that it featured some illustrations that seemed to offer a distorted historical representation, including one of enslaved children playing happily on a plantation.
“That was kind of shocking to us,” Sheahan said.
The above excerpt from the article highlights an ongoing issue in the American textbook industry - the lack of diverse perspectives and representation of all groups in society. For decades, textbooks have privileged white, male, abled, heterosexual viewpoints, whilst minorities have been marginalised or even entirely excluded. This Eurocentric focus perpetuates a distorted picture of history and society. As the article describes, Portage school district leaders intentionally sought to address this imbalance by carefully evaluating curricula for diversity, equity and inclusion. However, even then, problematic content slipped through, indicating there is still much work to be done. The textbook industry must prioritise inclusive authorship and storytelling that reflects the true diversity of the American populace - encompassing race, ethnicity, gender, sexuality, disability status, socioeconomic background, and more. There is simply no excuse for materials that fail to represent substantial segments of the student population. Although incremental progress has occurred, systemic change is still sorely needed to produce textbooks and curricula that accurately and equitably portray our multifaceted society.
Final thoughts
All of this silliness is why I partnered with a publisher who features authors that centre on lived experiences. My upcoming book, Holistic Language Instruction, is a solution to the problem described by EdWeek. Sadly, they’ll never feature books like mine on their website.