A curriculum that elevates the oppressor simultaneously diminishes the oppressed

Evidence

Carter G. Woodson (1933), for example, argued that “the same curriculum that tells the oppressor that he is everything and superior tells the ‘Negro’ that he is nothing” (p. 5). This is the danger of a single story and is still prevalent in education today. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 599

Categorization

• XREF: Woodson’s single-story point pairs with the double-consciousness claim of chapter 4. — connects to: The pedagogy is forged with, not for, the oppressed and remade in struggle. — Paulo Freire, Pedagogy of the Oppressed, 113; American school curricula systematically erased imperialist, genocidal, and capitalist dimensions of national history — bell hooks, Ain’t I a Woman_ Black Women and…, 352; School curricula depict slavery as an aberration rather than a foundational institution — Nikole Hannah-Jones et al., The 1619 Project: A New American Origin…, 29 (+2 more)
• recurring: this claim recurs 2 times within its source

Broader Connections

• The pedagogy is forged with, not for, the oppressed and remade in struggle. #expands (0.85) — Paulo Freire, Pedagogy of the Oppressed, 113
• American school curricula systematically erased imperialist, genocidal, and capitalist dimensions of national history #exemplifies (0.80) — bell hooks, Ain’t I a Woman_ Black Women and…, 352
• School curricula depict slavery as an aberration rather than a foundational institution #exemplifies (0.80) — Nikole Hannah-Jones et al., The 1619 Project, 29