White supremacy in U.S. school curriculum
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White supremacy in U.S. school curriculum is a theory which argues that white supremacist assumptions, messages, and practices have existed in school curricula in the United States up to the present day, and explores the historical context for how this came to pass.
According to Ladson-Billings and Tate, white supremacy, or the belief that white people are a superior race, has pervasive, widespread influence in United States society.[1] In U.S. school curricula, authors Carter G. Woodson, Ellen Swartz, and others have described the manifestation of unequal race relations through the overrepresentation of the values, views, histories, and accomplishments associated with Western Europeans and white Americans and the underrepresentation of the practices, histories, and accomplishments of non-white racial groups.[2][3][4][5]
Some scholars argue that curricula in the 19th and into the 21st centuries have represented non-white peoples in negative, simplified, or damaging ways.[2][3][6][7][8][9][10] Scholars have produced research arguing that these processes have occurred in a wide range of academic subjects, including mathematics,[11] science,[11] history,[11][12] and literature,[12] as well as in a variety of educational settings, from primary school to higher education.[4][13][14]