Abandoned lands: Toward a critical race pedagogy and framework for content analysis of U.S. history curriculum

Abstract

In response to the current debate concerning the (in)appropriateness of using Critical Race Theory (CRT) in K-12 education, and critical race theorists’ competing call for CRT to be intentionally used to shape K-12 Social Studies education in particular, this study presents the results of a content analysis which assessed the extent to which, if at all, CRT perspectives were present within, or advanced by, New York State’s official U.S. History curriculum and the Buffalo Public School District’s most recently mandated middle school U.S. History textbook. Findings from this study suggest that while these curricular materials do not constitute a CRT-based approach to Social Studies Education, they do demonstrate the validity, appropriateness, and value of using CRT in Social Studies Education. This article concludes by offering both a CRT-based pedagogical approach and framework for future content analyses of U.S. History curriculum.