School curricula encode racial hierarchies that erase children of Color’s culture.
Evidence
Racism becomes standardized in EC classrooms replete with instructional practices and curricular resources that promulgate that everything great, good, efficient, fair, and honorable is white; everything mean, bad, blundering, and dishonorable is “yellow”; bad taste is “brown”; and the devil is “black” (Du Bois, 1920, p. 22). Consequently, children of Color find their lived experiences, cultural identity, and history ignored or mistreated (Bryan, 2017; Emdin, 2016), an erasure of children’s culture referred to as “spirit murdering,” which Love (2016) describes as slow death built on racism. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 260
Categorization
- XREF: connects to: Children of Color suffer simultaneous special-education, gifted, and discipline inequities.; Local colonial schooling shapes Antillean boys to identify with whiteness and disavow their blackness; White teachers’ education subverted West Indian racial consciousness. (+9 more)
Broader Connections
- Local colonial schooling shapes Antillean boys to identify with whiteness and disavow their blackness
#corroborates(0.90) - School curricula depict slavery as an aberration rather than a foundational institution
#exemplifies(0.90) — Nikole Hannah-Jones et al., The 1619 Project, 29 - White teachers’ education subverted West Indian racial consciousness.
#corroborates(0.85) - For colonial subjects the racial trauma occurs in childhood schooling
#corroborates(0.85) - American school curricula systematically erased imperialist, genocidal, and capitalist dimensions of national history
#expands(0.80) — bell hooks, Ain’t I a Woman_ Black Women and…, 352 - Schools fail racial minorities through neglect and hostile climates
#corroborates(0.75) - Racism is learned at school, not innate
#corroborates(0.70) — David Theo Goldberg, John Solomos, A Companion to Racial and Ethnic Studies, 1108