Teaching Islam without the Phobia: What We can Learn from World History Textbooks.

This study is an investigation of the representations of Muslims and Islam in high school world history textbooks available for adoption in Tennessee from two consecutive six-year adoption cycles-2008-2014 and 2014-2020. Informed by critical theory and Said's Orientalism, we used critical discourse analysis to identify six major themes: people and their roles, fabricated religion, mysticism, timelessness, violence, and internal conflict. By sharing that school curriculum is socially constructed with students, teachers can help to foster critical social justice literacy so that students may in turn challenge social injustice. [ABSTRACT FROM AUTHOR]