This paper uses critical discourse analysis to demonstrate how two written texts about Thomas Jefferson and slavery construct very different representations of the past. The paper suggests methods that teachers can use to help students critique representations of marginalized groups in written texts, and develop a more authentic understanding of the experiences of enslaved African American men and women.
Thomson, Sarah L.
"Thomas Jefferson, Slavery, and the Language of the Textbook: Addressing Problematic Representations of Race and Power,"
Language Arts Journal of Michigan:
2, Article 5.
Available at: https://doi.org/10.9707/2168-149X.2161