Exploring Bias in Elementary History Curriculum with Preservice and Practicing Teachers in Professional Development Schools

Abstract

This article examines the discourses of preservice and practicing elementary school teachers as they participated in focus group discussions about instructional materials and resources for planning and teaching historical content within their social studies curriculum. The study took place in a professional development school setting in which preservice and practicing teachers were working together to plan and implement history curriculum. The university researchers, who were the instructors for the Professional Development School courses, sought to understand teachers’ perspectives regarding bias in their social studies textbooks as it pertains to specific historical content. Findings indicate that the participating teachers spend a considerable amount of time negotiating the competing discourses that exist personally, within the institution of school, and in the field of social studies education.