Memishi 1

Ariana Memishi
TCH 451/201
Textbook Critique Paper
16 March 2016
Textbook Critique
In the Houghton Mifflin Harcourt Literature Grade 9, it is an online textbook for ninth
graders that includes multiple literary texts, where each unit consists of a certain topic, and the
authors tie in strategies, along with multi-media references to get students engaged and focused.
However, analyzing the textbook with the ideas of race, social class, gender, sexuality, and
disability, like Sleeter and Grant (1997), multiple critiques started to arise, especially in Unit 6,
Argument and Persuasion. In this unit, one of the literary texts used was the famous speech, I
Have a Dream, by Martin Luther King Jr. By focusing on the physical layout and content of the
textbook, I was able to evaluate how factors such as race and gender were presented, and how it
can affect the overall learning experience for students.
The physical layout of the textbook consists of graphic organizers, pictures, audio and
video clips, and captions that explain them. It also has sections called before reading and after
reading, which is great for students to understand what to look for before and after reading the
text. For example, in this unit, the textbook says to, As you read the speech, look for this claim
and the reasons and evidence King provides to support it (838). The claim consisted of MLKs
speech saying, But one hundred years later, the Negro still is not free Also, there is a link to
click on to read more about MLK, which gave a brief description of him, along with an audio
clip of the whole speech spoken by the man himself, making the reading more engaging because
it feels as if you are in the crowd while it took place; it gave a connection. However, there were

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weaknesses within the proposed objectives and the blurb giving the brief description of MLK.
Yes, it is somewhat important to understand how evidence supports a claim, but what is missing
is the overall problem on why MLK says what he says, and how is it relevant today. It follows
the standards in the common core, which is listed on the right side in the textbook. However, it
has to go beyond that. The textbook should have included a link to a recent article on how racism
still exists today, especially since it is an online textbook. Therefore, it should have been both
emotional and factual, which is what an argumentative and persuasive speech contains. In
Figured Worlds, Urrieta discusses the concept on how figured worlds are socially planned in the
classroom and how it affects ones identity. He uses an example of how a teacher used endless
worksheets in the classroom, and also did not make the effort to understand/connect with
students, stating, Rubin aptly finds that this is a figured world with devastating
consequences because the learner identities available to them construct incompetence rather
than competence (Urrieta 114). Therefore, it is essential to understand students in order to use
the right resources in the classroom. For example, if the classroom consists of bilingual students,
create and use resources with their language and culture. Doing this will not only create a
positive learning experience, but also provide overall success in student learning. Another
critique consisted of the Meet the Author blurb about MLK, and in this consisted of three
subtitles: Crusader for Justice, Inspirational Speaker, and the background information on the
speech. In the Inspirational Speaker section, it only says how he uses religious references in his
speeches, but the real question is how does religion makes one inspirational? Wouldnt ones
actions, accomplishments, and persistence for change be considered inspirational? It is as if the
authors tip-toed around what MLK is known for, not fully acknowledging what he has done for

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Civil Rights. This proves that instead of attacking the issue of class and race head on, the subject
is briefly stated.
The content of this specific unit conveys the issue on race with MLKs speech, however,
that is the only issue of race throughout that unit. There were also no texts regarding issues about
social class, gender, and sexuality. With a unit that shows examples of argumentative texts, it is
alarming how only one speech about race was included, where there could have been multiple
texts regarding class, gender, and sexuality. Also, at the end of the unit, there lists a section of
books for independent reading, which included texts that dealt with class, race, and disability. It
is frustrating that these texts are listed as independent reading instead of being taught in the
classroom. Thus, the content is not linked to any multiple perspectives, instead, just focusing
strictly on the common core. Also, in the unit, there were six male authors and two female
authors. There was always a problem with not having enough women authors in the curriculum,
so it is hard to figure out why there is inequality between the sexes, especially in an
argumentative unit where womens voices should be heard. Also, with pictures, women are only
presented in four photos, whereas men are in eleven photos. The women in the pictures consisted
of them talking on the phone on the street, and also talking on the phone in their room, like some
sort of gossip. The men in the pictures, however, consisted of scientists, businessmen, politicians,
and celebrities. Therefore, this unit in the textbook consisted mostly of white male influences
instead of women or other races/cultures.
All in all, by analyzing the physical layout and overall content of a specific unit in the
textbook, it concludes that there are certainly not enough textbooks containing any issues relating
to race, social class, gender, sexuality, and disability. As Sleeter and Grant (1997) said, The
publishers of these books seem to have made an effort to distribute a variety of people and names

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across a variety of roles in a way that shows few patterns and that would not reflect any
particular groups experiences (197). The same goes with this textbook, because how can
students learn when everything is just going around in a circle? What I mean by this is that
students are only learning about one experience, which does not make sense because not
everyone has the same experience. Therefore, it is a must to include texts that deals with multiple
experiences regarding race, social class, gender, sexuality, and disability in order for students to
learn and connect to multiple experiences. I believe that if the textbook included relevant
articles, along with the text, it can help students reflect and also learn about issues that still exist
in society. I also believe that if the issues were addressed head on instead of being brushed under
to rug, these types of discrimination can be discussed in the classroom, which then the class can
reflect on why these issues still exist in the world. Personally, I would only use this textbook in
the classroom if I have students critique it. For example, I would ask them to analyze the guided
reading questions in the MLK speech in order to produce their own questions regarding the
issues on race and how is it relevant today. This will create not only discussion on how
publications of textbooks are flawed, but also have students build their own questions regarding
the real issues race. That being said, I would not use the textbook because I want to discuss
issues that relate to my texts instead of tiptoeing around them. Thus, I would directly use an
article to discuss in issue rather than briefly stating it and continue on with something else. Issues
such as race, social class, gender, sexuality, and disability should be thoroughly discussed with
the help of texts in the classroom because these issues are present and alive, and I want students
to be confident and comfortable with talking about it.

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Work Cited
Holt McDougal Literature: Grade 9. Place of Publication Not Identified: Houghton Mifflin
Harcourt, 2012. IBooks
Sleeter, Christine E., and Carl A. Grant. The Textbook as Discourse: Sociocultural Dimensions
of American Schoolbooks. Ed. Eugene F. Provenzo, Annis N. Shaver, and Manuel Bello.
New York: Routledge, 1997. Print.
Urrieta, Luis. "Figured Worlds and Education: An Introduction to the Special Issue." Urban Rev
The Urban Review 39.2 (2007): 107-16. Web.