Textbooks present knowledge as factual and as unbiased when, in fact, the information they convey is seldom either of these. These slides show how a few major corporations control the textbook industry and the information K-12 students ultimately learn from them. This, in turn, can lead to misguided views of the U.S., of literature, of science, and of the world at large. Textbooks can be and often are hegemonic. Teachers must engage students in critical inquiry and critical literacy if learning is to be truly empowering.

1. Official Knowledge:
Textbooks, State (corporate)
Curriculum, and Flawed Information
© 2014, John Wesley White, University of North Florida

2. Con-text
Textbooks are the dominant form of
curriculum/content in our schools
-In 1990, 70% of textbooks were controlled by ten largest
publishers (Apple, 1990)
-Since 1990, large publishers have ‘absorbed’ smaller
publishers
-Today, four (4) companies control 90+ percent of the textbook
market
Apple, M. (1990). The political economy of text publishing. Educational Theory 34(4), 307-319.
Crismore, A. (1989). Rhetorical form, selection, and use of textbooks. Technical Report 454. Accession Number:
ED 303798.
© 2014, John Wesley White, University of North Florida

3. Con-text
States (like Florida) have a centralized textbook adoption
system, a group of people who choose all books for all content
areas in all districts
- Districts MUST purchase new textbooks per state mandate,
regardless of their need for said textbooks
- New standards require new texts
-Textbooks must appeal to widest audience
- Widest audiences are state textbook adoption agencies (Texas, Califorina, and
FLORIDA = > 30+% of textbook sales)
- Publishers choose ‘appropriate’ or sanctioned textbooks for an entire state system
(Apple, 1990)
- Textbooks avoid controversy in order to appeal to those with purchasing power, who
themselves are—most often—appointed by high state officials
Apple, M. (1990). The political economy of text publishing. Educational Theory 34(4), 307-319.
Crismore, A. (1989). Rhetorical form, selection, and use of textbooks. Technical Report 454. Accession Number:
ED 303798.
© 2014, John Wesley White, University of North Florida

4. Con-text
Textbooks are now more prescriptive than ever.
Districts are increasingly forced to purchase* “managed
learning systems” from four major publishers
- These ‘systems’ prescribe the exact content to be taught (curriculum),
the manner in which it is taught (pedagogy), the pace at which
teachers must teach (pacing guides), and the assessments teachers
must use to gauge student learning (embedded assessments)
- This is commonly referred to as “scripted curriculum”
*Districts are generally required to purchase textbooks that the state has selected through district
funds. This is a form of unfunded mandate.
To ensure compliance—aka “fidelity” to the state-approved curriculum—the state aligns its tests directly
to the content in that curriculum (teaching to the test)
With Value Added Accountability systems, teachers are held accountable to students knowing the
specific content that the state selected.
© 2014, John Wesley White, University of North Florida

5. Con-text
Primary Questions
• Why is the business of textbooks and curricula problematic
for our students and us as teachers?
• Does the form of a curriculum—and especially its primary
driver, the textbook—discourage divergent thinking?
• Are students encouraged to critically examine
curricula/textbooks?
–What happens in textbooks themselves that discourages critical
questioning/examination?
–How does the form and style of the textbook limit critical thinking?
• What components of a textbook authorizes the text or makes
the information therein seem ‘official’ to students or to
teachers?
© 2014, John Wesley White, University of North Florida

6. Con-text
Primary Questions
• Does the form of a curriculum—and especially its primary
driver, the textbook—discourage divergent thinking?
• Are students encouraged to critically examine
curricula/textbooks?
–What happens in textbooks themselves that discourages critical
questioning/examination?
–How does the form and style of the textbook limit critical thinking?
• What components of a textbook authorizes the text or makes
the information therein seem ‘official’ to students or to
teachers?
© 2014, John Wesley White, University of North Florida

7. The Infallible Official Curricula
The curricula we teach is generally presented—by
teachers, by authors, and by their publishers—as
unquestionable. Its content, however, ideological and
politically charged.
The fact that curricula is developed by “experts” and comes
from the state gives that material credibility that other sources
of information do not have.
The format of the curricula and the narrative form within the
curricula suggests that it is ‘official’ and not prone to question.
© 2014, John Wesley White, University of North Florida

8. Con-text
© 2014, John Wesley White, University of North Florida

9. Textbook Myths
What myths have been perpetuated by textbooks and
have, subsequently, become ‘common knowledge’?
SCIENCE
Intelligence remains constant
Different people have radically different DNA (sexes, races, etc.).
The evidence of global warming in inconclusive.
Evolution and Creationism are both relevant scientific theories.
SCIENTISTS USE THE SCIENTIFIC METHOD? Not always and not fully. LAKES AND OCEANS
ARE BLUE BECAUSE THEY REFLECT THE BLUE SKY? No. CLOUDS REMAIN ALOFT
BECAUSE WATER DROPLETS ARE TINY? Wrong!
THE SKY IS BLUE BECAUSE OF COMPLICATED PHYSICS No, it's simple. SOUND TRAVELS
BETTER THROUGH SOLIDS & LIQUIDS? No, it doesn't. GRAVITY IN SPACE IS ZERO? It's
actually strong. GASES ALWAYS EXPAND TO FILL THEIR CONTAINERS? Not quite. FRICTION
IS CAUSED BY SURFACE ROUGHNESS? Obsolete idea!
See: http://www.amasci.com/miscon/miscon4.html#mis
© 2014, John Wesley White, University of North Florida

10. Textbook Myths
What myths have been perpetuated by textbooks and
have, subsequently, become ‘common knowledge’?
ELA
- There are “correct” and specific interpretations of literature (that the experts
alone decide).
- Grammar and syntax consists of long-established rules that do not change.
- Spelling does not change with time, generations, or contexts.
- Black Vernacular English (‘Ebonics’) is a linguistically inferior form of speech
- Mark Twain was a racist.
- The five paragraph essay is the best form of expository writing.
- Technology is hurting how students write.
See: http://www.amasci.com/miscon/miscon4.html#mis
© 2014, John Wesley White, University of North Florida

11. Textbook Myths
ELA
A Drinking Song
WINE comes in at the mouth
And love comes in at the eye;
That’s all we shall know for truth
Before we grow old and die.
I lift the glass to my mouth,
I look at you, and I sigh.
- W. B. Yeats
– How are students supposed to interpret this poem?
– What is it’s ‘official’ meaning?
© 2014, John Wesley White, University of North Florida

12. Textbook Myths
ELA
My Papa’s Waltz
- Theodore Roethke
– How are students supposed to interpret this poem?
– What is it’s ‘official’ meaning?
© 2014, John Wesley White, University of North Florida

13. Textbook Myths
ELA
The ‘one best’ answer (FCAT example)
© 2014, John Wesley White, University of North Florida

14. Textbook Myths
What myths have been perpetuated by textbooks and
have, subsequently, become ‘common knowledge’?
Social Studies
-Columbus “discovered” new world.
-Europeans brought farming and agriculture to a hunter-gatherer people.
-Native Americans and African Americans fought for American freedom in
the Revolutionary War.
-The “founding fathers” were deeply religious people who wanted the U.S. to
be a Christian nation.
-Slaves were relatively content with their situation and not prone to
resistance.
-Woodrow Wilson was a great, progressive, and visionary leader.
-Helen Keller was notable solely for overcoming her disabilities.
Loewen, J. (1995). Lies my teacher told me: Everything Your American History Textbook Got Wrong. New Yokr: Touchstone.
© 2014, John Wesley White, University of North Florida

15. Textbook Myth & Bias
Official “view” of the world
The Mercator map (above) is the most common world map
used in American textbooks and Social Studies Classrooms
© 2014, John Wesley White, University of North Florida

16. Textbook Myth & Bias
Our “view” of the world
Question:
What are the ‘hidden’
messages conveyed by
the map?
© 2014, John Wesley White, University of North Florida

17. Textbook Myth & Bias
Our “view” of the world
Question:
What are the ‘hidden’
messages conveyed by
the map?
1) U.S. is at the ‘center’ of the world.
2) Distortion of the sphere (the world) makes Greenland look as large
or larger than Africa (Africa is 14 times larger)
3) Antarctica is cropped from many maps or deleted altogether, thus
giving far greater weight to the northern hemisphere.
4) In many mercator maps, Alaska looks almost as large as South
America when, in fact, South America is much larger.
© 2014, John Wesley White, University of North Florida

18. Textbook Myth & Bias
Other Ways to View the World
© 2014, John Wesley White, University of North Florida

19. Textbook Myth & Bias
Other Ways to View the World
See: http://historymatters.gmu.edu/mse/maps/question4.html
© 2014, John Wesley White, University of North Florida

20. Textbook Myth & Bias
Other Ways to View the World
See: http://www.softpedia.com/progScreenshots/Alternative-World-Map-Creator-Screenshot-91596.html
© 2014, John Wesley White, University of North Florida

21. Textbook Myth & Bias
Other Ways to View the World
World Population
© 2014, John Wesley White, University of North Florida

22. Textbook Myth & Bias
Other Ways to View the World
Control of Wealth (2015)
Living Wage Animation
© 2014, John Wesley White, University of North Florida

23. Textbook Myth & Bias
Other Ways to View the World
Prevalence of Obesity
© 2014, John Wesley White, University of North Florida

24. Textbook Myth & Bias
Other Ways to View the World
World Nations NOT Using the Metric System
© 2014, John Wesley White, University of North Florida

25. Textbook Myth & Bias
If we are to teach students ‘truth’
(when/if there is such a thing), we
must move beyond textbooks
and official curricula if we are to
get them to critically examine
their world and the ideas they’ve
been told/sold.
© 2014, John Wesley White, University of North Florida

26. Textbook Myth & Bias
Greatest Nation Myth
(officially sanctioned ethnocentrism and nationalism)
-Citizens of the United States have many things to be proud of historically and
currently. One of the purposes of education should be to teach these things.
-But, teaching only ‘one side’ of an issue—either overtly or through omission:
- Promotes ethnocentrism and nationalism
- Shields students from truths that can inform and foster change
- Inhibits critical thinking skills
- Supports the status quo (why change something that is perfect?)
© 2014, John Wesley White, University of North Florida Scene from “The Newsroom”

27. Greatest Nation Myth
Within school and in society more generally, we promote both
the ‘greatest nation’ idea and the following beliefs/cliches:
- Knowledge is power
- The truth will set you free
- The more you know…
- “Knowledge is love and light and vision”
- “To know what you know and what you do not know, that is true
knowledge”
- Think outside the box
© 2014, John Wesley White, University of North Florida

28. Greatest Nation Myth
Within school and in society more generally, we promote both
the ‘greatest nation’ idea and the following beliefs/cliches:
- Knowledge is power
- The truth will set you free
- The more you know…
- “Knowledge is love and light and vision”
- “To know what you know and what you do not know, that is true
knowledge”
- Think outside the box
Why, while claiming to value knowledge and creative thinking, do
those in charge of curricula fear nuance, context, alternative points of
view, nuance, and complexity?
Similarly, if we are ‘the greatest nation,’ what do we have to fear from
additional and equally ‘truthful’ information?
© 2014, John Wesley White, University of North Florida

29. Moving Beyond Textbooks &
Official Curricula
Critical theorists (including advocates for ‘liberation
theology’ such as Freire) believe that teachers have an
ethical duty to present students with a variety of
information from which they can—with scaffolding and
support—construct new truths.
In an era of corporately-produced hegemonic textbooks
and curricula, teaching complexity means
supplementing—or even deviating from—the official
curricula whenever doing so best serves their students.
Evidence shows that more in-depth time exploring an issue/concept in detail
results in higher test scores than does covering a wide range of material more
superficially. Similarly, when students’ test scores are ‘proficient’ or above,
administrators are loathe to question teachers’ methods.
© 2014, John Wesley White, University of North Florida

30. Other Texts & Sources of
Information
Putting Information into Context
• “Revisionist” history
• Matching Fiction with History/Science
• Interactive Maps
• Newspapers/Magazines
• Original Source Material
• Graphic Novels
• Plays/Movies
• Picture Books
•Art & Music from the Period
• Electronic Sources (to include social networking)
© 2014, John Wesley White, University of North Florida

31. Trade Books
You can use texts—often relatively short texts—to help make the
information you are teaching “come alive” for students
Using trade books encourages reading and promotes better
reading
Using trade books promotes deeper content understanding
Reading Trade books yourself offers you insights into a) the
ways the younger generation thinks & b) ways to be creative with
lessons.
© 2014, John Wesley White, University of North Florida

32. Trade Books
© 2014, John Wesley White, University of North Florida

33. Propaganda
© 2014, John Wesley White, University of North Florida

34. Iconic Photographs: History
© 2014, John Wesley White, University of North Florida

35. Iconic Photographs: War
© 2014, John Wesley White, University of North Florida

36. Iconic Photographs: Suffering
© 2014, John Wesley White, University of North Florida

37. Photographic Reality: How
People Live
© 2014, John Wesley White, University of North Florida

38. Supplementing with Technology
In addition to the basic internet search:
-Mapping wars (World War II in the Pacific for example)
-Lewis and Clark’s trek across the west
-Shakelton’s misadventure in the Antarctic
-Spread of a real or imagined pandemic
-Huck’s ride down the Mississippi
-Underground Railroad
-Stanley and Livingstone
-Distance, Direction, Geometry (math)
-City Planning (grids)
-Real-world science and math problems (e.g., suspension bridges,
the “Chunnel”)
-GAMING
© 2014, John Wesley White, University of North Florida

39. Electronic Sources of Information
Joshua Slocum & His Voyage on Spray
Click HERE for YouTube video of how the creator made this site
© 2014, John Wesley White, University of North Florida

40. Website Bias
Find out who “owns” or created the site: http://www.whois.net/
Do a simple Google search with the URL address and see what other
topics or links come about (check out their content)
Look closely at a Web site's URL. Does it contain a tilde (~)?
- these tiny changes to a URL web address mislead; they often seem to come
from reputable places, such as a university or government site
(http://www.unf.edu/~coehs/), but are not reputable. Often universities and
other organizations give students or outsiders web space (hosting) but they do
not control the content of the site.
Help students make objective searchers (vs. highly subjective searches
that result in biased information, e.g., “why dogs are better pets than
cats” or “government sucks”
© 2014, John Wesley White, University of North Florida

41. Supplementing Textbooks
BRAINSTORM—now and more importantly in the coming
weeks—ways that you might deviate from or add
supplements to textbooks:
– What materials could you use in your content area to supplement
textbooks and the “official” curricula?
• What information might you find that puts the information into context?
• What kinds of questions can you pose that might prompt critical thinking?
• What might be the result—positive and negative—of creating ‘disequilibrium’ in
your students?
© 2014, John Wesley White, University of North Florida