Introduction
In recent years, the teaching of history in schools has turned toward accounts that give greater recognition to non-Western contributions and beliefs.
As part of a decades-long shift away from a study of the past that emphasized the unique contributions of Western culture, educators have endeavored to expand students’ knowledge of the Middle East and Islam. The September 11, 2001 attacks on America and growing numbers of Muslim refugees from Middle East conflicts admitted to the U.S. added impetus to this effort.
The shift in emphasis has prompted publishers to substantially revise textbooks and educators to seek new sources of information. The advent of the Internet in the 1990s provided easy access to a wider range of materials, but left individual teachers with the task of critically evaluating them. Not surprisingly, many teachers lacked sufficient background on these complex topics to assess the accuracy of diverse, unvetted sources. The greater latitude in choosing materials has also meant teachers’ selections may reflect their own biases. As a result, inaccurate and partisan materials have made their way into some curricula.
Additionally, because history courses in public schools traditionally steered clear of contentious contemporary topics, many school systems have been ill-equipped to address effectively problems that arise from the introduction of biased materials promoting politically-charged agendas.