Narratives of Black History in Textbooks: Canada and the United States

This chapter has two purposes. First, we review prior literature on narratives of Black history in K-12 textbooks, noting how Black history is constructed as curriculum, instruction, and a medium for Black students' academic achievement and mental health. Second, we examine contemporary Black history textbooks from Canada and the United States. Using a theoretical framework of revisionist ontology, data analysis consists of exploring Black history within three curriculum orientations, epistemology, aesthetics, and intersectionality. We posit that the two countries have similar and divergent Black history textbooks that question racism and power influencing contemporary society. We argue that Black history curriculum is part of a larger goal of situating Black history as a space to humanize the Black experience. The chapter concludes with implications for history education and suggestions on how Black history can become more complex, diverse, and rigorous.