Textbooks Versus Picture Books: Representations About the Past Sara Moutrane Plattsburgh State University

Textbooks Versus Picture Books: Representations About the Past

When is the last time you picked up a picture book to read? Most would say when they were elementary school.

Introduction
There has been ongoing debate whether or not more picture books should be utilized more in the classroom. For many students the use of textbooks can be very dull and bland though teachers still continue to use them frequently in their classrooms. When learning about the past students are presented with topics that can be very controversial or serious like the topic of genocide. Through our adolescent schooling, we learn about World War II and the holocaust which can be a difficult topic to teach. The purpose of my study to analyze the representations that both textbooks and pictures books portray about the Holocaust. Can these two text share similarities in their representations of the Holocaust? Can picture books be just as or even more informative about history than textbooks? Are there any biases that either type of text possess? What tools and techniques can be used to analyze these two styles of text? It important for teachers to promote critically thinking in their classroom and have their students be able to critically view history. Textbooks are notorious for only sticking to one perspective which usually feeds into the perspective of the dominant culture. Textbooks fail to teach students to look at history in more than one way. Picture books have the ability to present history through multiple perspectives which allows students to practice being critical thinkers. I plan to examine the representations of holocaust through a few different high school world history textbooks and a few different picture books about the Holocaust. By conducting this text analysis of these two texts I hope to add to existing literature on the topic and to see how

different the representations of historical event depending on the type of teacher reading material that is being used.

Literature Review
Social Studies Text Books: Many scholars have expressed their concerns about the structure of textbooks and its portrayal of history. It probably goes without saying that textbooks are seen more than simply delivery systems that regurgitates facts (Bromley, 2010; Russell, 2010). There is truth to that statement which adds to the list of issues that arise with textbooks. One of the main issues dealing with text books is the problem of biases in history textbooks. Many secondary education social studies textbooks tend to largely ignore the contributions of non-Western civilizations and treat them in a superficial and biased manner (Edwards, 2008). In addition, textbooks do little to build common respect and understanding among people of different cultures. Scholars claim that the passages in textbooks are factually correct may also be communicating very selective values and moral judgments (Somogyi, 2011). This form of bias is more subtle than is bias resulting from inaccurate facts, but it can still be very powerful. A major bias that scholars continue to debate over is a presence of slant racism and ethnic discrimination that still exists in social studies text books. Unfortunately, there are still many school curriculums that limit cultural experiences in school to a single, dominant culture (Alvermann, 1994; Commeyras, 1994). This can lead to disabling effects on students thinking

by resulting in educational alienation for some students and the strengthening of ethnocentrism and stereotyping in many students (Alvermann, 1994; Commeyras, 1994). Ultimately, this

encourages students to maintain a single perspective and limit critical thinking when learning about history. This is evident through the how students view ethnic and racial minorities. One of the main ways textbooks promote racial and ethnic bias is through the use of language. Scholars argue that textbook authors select particular language that creates impressions in the minds of students (Romanowski, 1996). A prime example of this is the portrayal of Japanese people and culture prior to the internment of Japanese Americans in several textbooks that creates a particular image. The Japanese are described from a military perspective in which the impression is strongly conveyed that they are aggressive, militaristic kamikazes (Romanowski, 1996, p. 172). The language portrays the Japanese in a negative light and generalizes that all Japanese are aggressive. Textbooks reinforce such stereotypes for students to think by. Overall, these impressions have power and authority because they are presented in the printed and bound textbook with its aura of an authority that is beyond question and criticism (Romanowski, 1996). Scholars suggest that teachers help students to become culturally proficient. Teachers must guide their students to respond critically to the meanings and impressions history text books construct. In order for students to critically think about the text they are given, educators must find strategies that identify and challenge biases found in text books, and develop ethical frameworks based on justice and equality that students and teachers can use to interpret and evaluate history through the American eye (Simms, 1985). Picture books: There is a growing array of nonfiction picture books that are appropriate for every age level and addresses an expanding range of historical topics. Morgan has claimed that picture

books are powerful tools, often highly superior to textbook material for involving students in an interactive (Morgan, 2009) They have the ability to make the content accessible, comprehensive, and engaging . Such books provide an ever-improving entry through which educators can lead students not only to learn about history, but also to understand concepts themselves (Morgan, 2009). Picture books expose students to representations of diverse culturally groups. Awareness that reduces or eliminates misunderstands and misconceptions of minority cultures helps students because it leads them to accept people of different cultures (Morgan, 2009). In addition, picture books offers students multiple perspectives to enhance their critically thinking skills. However, we must be aware that not all picture books portray cultural groups authentically. The Holocaust in Picture Books: Attention to the Holocaust in childrens literature has increased dramatically in the recent decades. Some researchers argue that picture books are effective way for students to emotionally immerse themselves into learning about our horrific past (Sokoloff, 2003). Through the images and text have the ability to spark imagination and critical thinking from students when learning about the Holocaust ( Broemmel, Turner, & Wooten, 2004). By including Holocaust photographs in childrens books, we demonstrate our commitment to telling children the truth, but the words that frame these photographs reveal how complicated such truth-telling is when the historical facts are so disturbing (Kertzer, 2000, p. 404). Since picture books can offer insightful representations about the Holocaust, it is important that there is more of a push for childrens literature about the Holocaust and other historical controversial topics

Design
I plan to select two to three published world history text books and three to four picture books about the holocaust. When reviewing the textbooks I will look for the representations that they provide when reading the section about the Holocaust and what perspective it is presenting. A major part of my research method would be data analysis through a qualitative approach. One of biggest characteristic of qualitative research is that it is exploratory. I will not know how the topic is represented in the text books or picture books before I am done analyzing. Ethical Considerations Since my study has no human subjects involved then there are no ethical considerations I have to address. Data Collection I will go about contacting history professors for recommendations of what high school social studies textbooks to use in my study. I will choose two to three textbooks that contain nationally well-known publishers. I will look for textbooks that contain a diverse group of authors that share experience in the field of education. These textbooks will have to contain a section that is devoted to discussing about the Holocaust. The length and readability on this particular subject can vary based on the grade level that the textbook is intended for. As for picture books, I will look for picture books that possess the genres of historical fiction and nonfiction. These pictures book will share the theme of the Holocaust. The text of the picture books should be at a 5th grade reading level. The topic of the Holocaust is very controversial and a significant part of history. I will search for picture books that contain fifteen to twenty pages.

The picture books should contain images that represent a variety of racial and ethnic groups. In addition, representations should include individuals of different social class and gender. Data Analysis Scholars have proposed ways to evaluate and examine textbooks and picture books. Researchers Michelle Commeyras and Donna E. Alvermann discuss how to conduct a content analysis of world history textbooks. They have developed a note taking procedure that focuses on the amount of text allocated to histories of Third World peoples, the historical content covered and how language suggests power relations that perpetuate the identification of certain people and Third World countries (Alvermann, 1994; Commeyras, 1994). I am planning to adapt this method to fit how the language in world history textbooks about the holocaust can possibly promote certain representations and interpretations (See Appendix A). As for analyzing pictures there will be certain criteria I will follow. There will be several questions that I will answer as I review each picture book. These questions include the following: Does the book, as a whole, present a strong central theme? Is that theme one with which the reader can identify or sympathize? Does the author involve the reader intellectually and emotionally? Does the book stimulate interest and curiosity? Is there a strong story line that gives life and dimension to the central characters, creates a vivid vision of the setting, enables readers to recognize the problem(s) faced by characters, and helps readers envision what being present at particular historical events was really like? How is the Holocaust portrayed through the images and text?

Do the images and text allow the reader to develop multiple perspectives about the Holocaust? If so, what are they?

Limitations & Trustworthiness Since I am analyzing these two separate sources of data, I will have personal bias. Having a personal bias may prevent me from interpreting the data as objective as possible. A main way to eliminate personal bias is to ask others to be peer review the high school history text books and historical picture books. I will contact other historians and adolescent history professors to review and analyze the data.

Appendix A Content Analysis Note Taking Procedure Nation, Ethnic or Racial Groups Page(s) Content Language or Passage Any bias present? What the reader infers about the content

References Alvermann, D., & Commeyras, M. (1994). Messages that high school world history textbooks convey: challenges for multicultural literacy. The Social Studies, 85(6), 268. Retrieved from http://search.proquest.com/docview/274767223?accountid=13215 Bromley, P., & Russell, S. G. (2010). The holocaust as history and human rights: A crossnational analysis of holocaust education in social science textbooks, 1970-2008 Prospects, 40(1), 153-173. doi:http://dx.doi.org/10.1007/s11125-010-9139-5 Edwards, C. (2008). The how of history: Using old and new textbooks in the classroom to develop disciplinary knowledge. Teaching History, (130), 39-45. Retrieved from http://search.proquest.com/docview/213334069?accountid=13215 Kertzer, A. (2000). Saving the picture: Holocaust photographs in children's books. The Lion and the Unicorn, 24(3), 402-431. Retrieved from http://search.proquest.com/docview/743829055?accountid=13215

Morgan, H. (2009). Picture book biographies for young children: A way to teach multiple perspectives. Early Childhood Education Journal, 37(3), 219-227. doi:http://dx.doi.org/10.1007/s10643-009-0339-7 Romanowski, M. H. (1996). Problems of bias in history textbooks. Social Education, 60(3), 170. Retrieved from http://search.proquest.com/docview/210630885?accountid=13215 Simms, R. (1985). Bias in Textbooks: Not Yet Corrected. The Phi Delta Kappan, 57 (3), 201202. http://www.jstor.org/stable/pdfplus/20298203.pdf?acceptTC=true&acceptTC=true&jpdC onfirm=true Sokoloff, N. (2003). Representing the holocaust in children's literature. The Lion and the Unicorn, 27(3), 443-447. Retrieved from http://search.proquest.com/docview/221779867?accountid=13215 Somogyi, L. (2011). TEXTBOOK ILLUSTRATIONS REFLECTING NATIONAL GRIEF: AN ANALYSIS OF VISUAL ILLUSTRATIONS OF NEGATIVE HISTORICAL EVENTS IN HISTORY TEXTBOOKS IN THE FRAMEWORK OF SOCIAL REPRESENTATION THEORY (SRT). International Journal of Arts & Sciences, 4(23), 405-413. Retrieved from http://search.proquest.com/docview/1317620823?accountid=13215

Turner, T. N., Broemmel, A. D., & Wooten, D. A. (2004). History through many eyes: Ten strategies for building understanding of time concepts with historical picture books. Childhood Education, 81(1), 20-24. Retrieved from http://search.proquest.com/docview/210390248?accountid=13215