Berkeley Review of Education

Although enrollments in secondary school Spanish have risen over the past few decades, the Spanish-speaking world (Latin America, in particular) tends to be underrepresented or absent in history textbooks. Given that not all students who take entry-level Spanish classes will continue to more advanced levels, the first-year Spanish textbook may be some students’ first or only engagement with the histories of the Spanish-speaking world. Using content analysis, I evaluate four entry-level secondary school Spanish textbooks for the nations they include, the time periods they reference, and the ways in which those references are made. My analysis indicates that many nations, time periods, and concepts are excluded, resulting in reductionist views of history. The histories referenced tend to be exoticized, resulting in the Othering of contemporary groups. Further approaches are suggested.