Trade Books’ Evolving Historical Representation of John Fitzgerald Kennedy

Abstract

History-based trade books, such as biographies, narrative non-fiction, and expository texts, are essential secondary sources in social studies classrooms. Research, though, indicates a preponderance of misrepresentations in trade books’ depictions of historical eras and figures. We examined trade books’ historical representation of John Fitzgerald Kennedy, an iconic American president. The data sample featured biographies targeting various grade-ranges and published in different eras. Including books targeting early grade, middle grade, and high school students enabled comparisons of historical representation within and between different grade-ranges. Incorporating texts published in different eras allowed for consideration of how Kennedy's historical representation changed over time. Mixed methods content analysis—reliant on both open and axial-coding—yielded important findings about how children's and young adult authors depicted Kennedy's family history, particularly during World War II, privileged social position, Catholicism, wife, health, tensions during his presidency, and his assassination and subsequent conspiracy theories. Trade books’ representations appeared to be shaped more by date-of-publication than intended age of the reader. Identified historical misrepresentations included presentism, omission, exceptionalism, and heroification. Significance for teachers and researchers is articulated and practical classroom suggestions are provided.

The conceptualisation of democratic citizenship education by non-Western societies

“…In fostering social understanding, civic engagement, and active participation in social discussions among young learners, we should check for covert apathy (Dwomoh, 2020). We should also be aware of the implications simulations can have for students who are asked to role-play a historical figure (Bickford & Dwomoh, 2020) in a democratic citizenship project.…”