Date of Award:

5-2026

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Ryan Knowles

Committee

Ryan Knowles

Committee

Amanda Dawson

Committee

Edgar Díaz

Committee

Alyson Lavigne

Committee

Rachel Turner

Abstract

This study analyzes how the War on Terror is presented in history textbooks used in the United States and Brazil. Textbooks play an important role in shaping how students understand major global events, including wars, national security, and international relations. However, these materials do not simply present facts, they also reflect specific perspectives and priorities.

The purpose of this study is to analyze how key topics related to the War on Terror, such as the justification for the Iraq War, domestic security policies, treatment of prisoners, and public dissent are portrayed in textbooks from other countries. By comparing these narratives, the study explores how different national contexts influence the way history is taught. To do this, the researcher conducted a detailed analysis of selected textbooks, examining both the information presented and the language used to describe events. The study identifies patterns in how these topics are framed, including what is emphasized, what is minimized, and what is left out.

The findings suggest that textbooks in the United States and Brazil present the War on Terror in different ways, reflecting each country's political context, historical relationships, and educational priorities. these differences can shape how students understand global events, national identity, and the role of the United States in the world. This research highlights the importance of critically examining educational materials and encourages educators to help students think more deeply about how history is constructed and presented.

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