Farmer, FrankBurrows, Cedric Dewayne2012-11-192012-11-192011-12-312011http://dissertations.umi.com/ku:11856https://hdl.handle.net/1808/10381While scholars have written about the use of textbooks in writing courses, little attention is paid to how textbooks anthologize writers, especially women and people of color. This study examines the portrayal of Dr. Martin Luther King, Jr., and Malcolm X in composition textbook anthologies known as Readers, and sheds light on the ways Readers incorporate writers from African-American backgrounds. Through qualitative methods, I analyze how King and Malcolm X are anthologized in five popular Readers: The Bedford Reader, Rereading America, Patterns for College Writing, The Conscious Reader, and A World of Ideas. By intertwining the historical-critical method and narratives from my own experiences teaching Malcolm X and King from a Reader, I analyze the embedded cultural meanings in the biographical headnotes, the selection, and the discussion questions in the Readers. The results show that Readers tend to: (1) narrate King's and Malcolm X's biographies according to popular narratives in society; (2) provide little or inaccurate historical context to ground the selections; (3) alter the original sources of King and Malcolm X's text; and (4) format King and Malcolm X's rhetoric according to the Western rhetorical tradition while ignoring the African-American dimensions in their rhetoric. I conclude by discussing how Readers are part of a larger issue within the educational system.206 pagesenThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.RhetoricAfrican American studiesAfrican-American rhetoricComposition readersMalcolm xKing, Martin LutherRhetoric and compositionTextbooksDissertationopenAccess