ABSTRACT
While egregious examples of bias and prejudice in school textbooks can be spotted readily enough, it has been argued that textbook material by definition contains in addition to the more obvious problems hidden agendas, expressive of the social and political ideologies of particular vested interests (see Anyon, 1979). Apart from overtly offensive statements, therefore, the writer introduces bias and prejudice both in the expurgation of relevant but in some way discomforting material, and/or in the inclusion of an unbalanced selection or other distortion of content (see Gilbert, 1984, p. 178).
