Comparative Critical Discourse Analysis of Student and Teacher Editions of Secondary Christian American Literature Textbooks

This article discusses the comparative application of critical discourse analysis to student and teacher editions of the two most widely used high school American literature textbooks by Christian publishers, examining them through the lens of critical theory. The study examined all parts of the student and teacher editions, excepting literary works, for messages about race, ethnicity, gender, social class, and physical and mental ability. The study found that both textbooks contained significant discrimination and omission concerning human difference.