School curricula depict slavery as an aberration rather than a foundational institution

Evidence

School curricula generally treat slavery as an aberration in a free society, and textbooks largely ignore the way that many prominent men, women, industries, and institutions profited from and protected slavery. Individual enslaved people, as full humans, with feelings, thoughts, and agency, remain largely invisible, but for the occasional brief mention of Douglass or Tubman or George Washington Carver. — Nikole Hannah-Jones et al., The 1619 Project, 29

Categorization

• DEFINE: Sharpens the aberration-vs-foundation contrast that the reader’s stated purpose hinges on distinguishing.
• XREF: connects to: School curricula encode racial hierarchies that erase children of Color’s culture. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 260; A curriculum that elevates the oppressor simultaneously diminishes the oppressed — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 599; Capitalist-class objectives, not reformer ideals, have actually shaped US schooling — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 569 (+1 more)