Educators seek to spark systemic change by teaching Tulsa Race Massacre curriculum in Oklahoma public schools

Students and educators in Nebraska are driving the change to change history curriculum to reflect history that places more emphasis on the narratives on indigenous and marginalized peoples. Students are emphasizing of historically erased narratives by creating social media videos, as well as creating petitions to change curricula in English and history classes.

During the COVID-19 pandemic, the Chinese Canadian Museum and the Chinatown Storytelling Centre both opened in Vancouver with the goal of documenting and honoring the role of Chinese immigrants in Canadian history. Roughly 13,000 people have visited each museum since their openings, and members of the Chinese Canadian community say the exhibits preserve important stories while acknowledging the harm Chinese Candians have faced.

Restorative discipline in classrooms is allowing students to focus on building relationships and repairing harm instead of suffering punishments. The practice prioritizes communication in an effort to emphasize community as well as reduce suspensions. The technique has had proven success in other schools, resulting in dramatic decreases in safety offenses.

A teacher in San Diego took matters into her own hands when she couldn't find a social justice curriculum tailored to students with disabilities. That’s partly why she created what she calls the “Social Justice League,” a group of students at her school who meet weekly by Zoom and discuss a variety of issues, such as Native American land, gender privilege, the representation of disabilities in the media and systemic racism.

U-46, Chicago's second-largest school district faced a legal suit in 2005 for discrimination of Hispanic students in its gifted programs and is now setting an example for how programs can be upended for good. By 2018 U-46's gifted program consisted of 48% Hispanic students, a better representation of a 57% Hispanic district. The changes implemented by the district included addressing systemic issues by not relying on teacher recommendations and instead testing all third and sixth graders, expanding the number of seats for gifted students. The district also has teachers undergo antiracism training and more.

Coming to terms with the past requires reexamining the way we represent both history and art. The Chrysler Museum in Norfolk, VA, is on the forefront of correcting the absence of enslaved craftsmen in representations of art. The museum’s exhibit on the architectural work at Thomas Jefferson’s Monticello home presents a fuller story by illuminating the presence and work of enslaved laborers.

Contextualizing artistic representations creates more complex narratives and offers an opportunity to educate about historical memory. The Atlanta History Center has opened an exhibition that illuminates the absence of people of color in the “Battle of Atlanta” Cyclorama, an artwork that celebrates the 1864 Union victory. The museum presents the work alongside interactive guides and films that explain the erasure of African Americans from the memory of the scene.

Reassessing representations creates an opportunity for educational experiences. Instead of simply removing a problematic diorama depicting members of the Lenape tribe and Dutch colonists, the American Museum of Natural History in New York, NY, converted the piece into a learning experience for visitors. Following pressure from groups like Decolonize this Place, the revised diorama now features panels that illuminate and discuss misrepresentations in the piece.

Soil collection ceremonies offer a meaningful way to help cope with and create institutional memory of racial violence across the United States. The Equal Justice Initiative is working to keep the victims of lynching and racial violence alive in America’s collective memory by promoting a practice common across cultures—the collection of soil. Communities collect soil from sites of racially motivated killings into jars, which are then displayed at the National Memorial for Peace and Justice and Legacy Museum in Montgomery, Alabama.

To help address chronic absenteeism, Project Rebuild works with families to determine the root cause of school absences and connect them to needed resources and services. In the 2022-23 school year, 81 percent of families referred to the nonprofit completed the program, with a total of 61 families participating. Only one percent of families who participate have to be referred again for continued truancy concerns.