History in the Margins: Analysis of How the Language in U.S. History Textbooks Used in Portland Public Schools Marginalizes the History, Contributions, and Voices of People of Color

Abstract

This research paper investigates the language and framework utilized in U.S. history textbooks approved by Portland Public Schools (PPS) and its implications for the representation of people of color. With specific reference to the guidelines set by the Oregon Department of Education, the study explores the extent to which these textbooks reflect the ethnic and racial identities of marginalized groups. The analysis reveals that textbooks often perpetuate narratives of progress that obscure the realities of racial injustice, employing language and structural choices that reinforce white dominance in historical narratives. Historical trends are identified in textbook narratives that prioritize white perspectives while sidelining the experiences and contributions of people of color. The analytical approach used is a Critical Race Discourse Analysis (CRDA) based framework, which combines Critical Discourse Analysis (CDA) with Critical Race Theory (CRT) to critically examine excerpts from selected textbooks, focusing on how the absence, separation, judgement, and use of nominalization or passive voice surrounding the history of people of color portrays people of color and fits within broader narratives. This research underscores the need for more inclusive and accurate representations of diverse histories in educational materials to promote a more equitable learning environment