A Guided History into Racist Curriculum, Pedagogy, and Policy: Then and Now

Abstract

Abstract The field of education in America—oft-viewed as a catalyst for change and self-improvement—has a racist history, which is often undiscussed by teachers and likely unknown to students. This article guides high school students to explore how educational texts, tasks, and policies have been products and producers of racist ideas in the past and today. Examining racism in U.S. schooling situates students to better detect the figurative fingerprints of racism’s evolving, oft-hidden hand. The guided inquiry format enables high school U.S. history students to examine primary and secondary sources, contribute to informed dialogue, and participate in civic action. Disciplinary scaffolding directs students to scrutinize historical and modern U.S. curricula, common pedagogy, and educational policy for racist and antiracist ideas. Social studies classrooms are logical spaces to spark students’ scrutiny of educational policy, pedagogy, and curriculum for racist intent or racially disparate results. The article situates high school American history students to apply disciplinary thinking, literacy, and argumentation skills to analyze past and present racism within American schools.