Running head: MISSING PERSPECTIVES 1

A Culturally Responsive Future: Missing Perspectives in K-12 Education

Lauren M. Christian

Legal Studies Academy

First Colonial High School

Abstract

This paper is going to investigate the missing perspectives of minority events and its leaders that

have been romanticized and misleading in K-12 education. Educators are using textbooks as a

part of their lesson plans, while failing to realize that the information in those educational

materials are deceptive and outdated, guiding students to believe those misconceptions which

they will take with them for years to come in their adulthood.

Keywords:​ missing, perspectives, romanticized, misleading, failing, textbooks, deceptive,

outdated
MISSING PERSPECTIVES 3

A Culturally Responsive Future: Missing Perspectives in K-12 Education

How many of you knew that the continent of Africa, was not originally named Africa? It

was originally titled the “Alkebulan Nation'' and that is the oldest word in the indigenous

language; “Alkebulan'' was later changed to “Africa'' after the Ancient Greeks and Romans

discovered and took over the land (Ochuko, 2020). How many of you knew that in 1742

Elizabeth Freeman, a slave, sued her slave master, and with the help of a white lawyer,

successfully won the right to her freedom with the support of the Supreme Court? She was the

“first female slave to sue and win her freedom” (Braud, 2020). Many people didn't know of such

events along with a plethora of other events that have been buried and forgotten in history’s past.

The K-12 curriculum omits these historical events, thus indirectly fueling the racial divide in

America. Students learn primarily about opportunities seized by white men as the curriculum

focuses almost exclusively on their contributions to the birth of America. ​But what about the

Asian creators, the Indian inventors, the African geniuses, the Philipino producers, the Hawaiian

architects? Are their contributions any less important? Failing to recognize and acknowledge

experiences in history that were prompted by the minority causes a separation in the classroom

as well as in America due to the misinterpretation of information taught in schools to highlight

one racial group over another. The curriculum that is used to educate students today on past

historical events discriminates against populations of color because of the lack of accurate and

adequate evidence that is misinterpreted by the majority, which continues to fuel the racial divide

in America, misconstrue minority history, and separate minorities from their culture's

significance.
MISSING PERSPECTIVES 4

Teachers Improperly Addressing the Curriculum

All new teachers must complete the universal requirements for becoming an educator:

obtaining a degree in a desired field and attaining a license from the state. Upon securing

employment, the state outlines what must be taught at the time and how it must be graded. As an

educator, there is universal knowledge that must be taught to every student as they progress

through their academic career. Events such as the first American settlement was in Jamestown in

1607, George Washington fought in the Revolutionary War, and The Declaration of

Independence was signed in 1776. Education starting from K-5 is the most crucial of times to

implement the history of the United States and the actions it took to gain their freedoms, so when

teachers misinform students at such an innocent age, they begin to take those stereotypes and

biases with them into their adulthood.

Just last year in 2019 in Long Island, New York, three teachers were placed on leave for

hanging pictures in their classrooms. The pictures were of nooses in a school where the majority

of the student body is Black and Hispanic, which raised a major issue. Three Caucasian teachers

hung the pictures in their classrooms as part of a “joke” for the new beginning of the school year,

calling them “back to school necklaces” (Grant, 2019) that were meant to remind the students

that they have a long and grueling school year ahead of them, just like their ancestors did in the

fields. This is not just an isolated incident because still again last year in 2019 another teacher

from North Carolina made a grave mistake. It’s not unusual to make mistakes; in fact most

mistakes are welcome because they help students learn and grow, but when a teacher deliberately

believes in a racist ideal and relays that ideal on the students in her classroom, the mistake no
MISSING PERSPECTIVES 5

longer becomes a mistake anymore. A substitute teacher who was filling in for the original

teacher was assigned the task of teaching a fourth grade class about the Civil Rights movement,

but when the students became distracted, she made an outlandish claim stating that Dr. Martin

Luther King Jr. committed suicide. A 10 year old student in the class knowledgeable about the

Civil Rights icon, corrected the teacher, stating that he had actually been assassinated, to where

his teacher responded that “minority students were prison-bound because they wore athletic

apparel” (Klausner, 2019). These deliberate acts to either misinform students about their past

history, or poke fun at the struggles that one race endures to advocate for their liberties is

sickening, angering, and absolutely preposterous! This is the basis for where it all starts, and

when that foundation is lopsided and advocates wholly for one side over another, the students

will grow up with these values that trigger a plethora of divides in America, not only those based

on race. It is vitally important that educators inform students on the entirety of the story when it

comes to discussing any historical events to allow the students to see all perspectives of the

story.

Teachers in Salt Lake City, Utah, and California understand this ideal, and have been

protesting against the College Board for cropping out a section in Advanced Placement World

History class. A plethora of teachers have been firing back at the College Board because the

organization wants to effectively crop out all history from before 1450, which is the first three

units of the AP World History class (Luster, 2018). Actions like this continue to foster an

environment of half truths about the history that has been carefully documented detailing the

struggles and accomplishments of many races and ethnicities that are no longer addressed.

Students and teachers alike are unable to fully comprehend the diversity that the world and
MISSING PERSPECTIVES 6

America has been accustomed to because actions to prevent students from learning about history

before a certain time period can foster opposition and biases amongst one group to another.

Consequences

Societal

The amount of societal consequences that are of a result of education is

paramount. Education is highly important and can determine a person’s social class, their

income, their resources, views on politics, and many other factors. What a student learns, they

take with them to adulthood, and if that student has learned to hold biases towards one group of

people because they feel their own race is more significant than another is a gargantuan issue.

The racial divide experienced in America over the course of millennia is due to the notion that

adolescents and children are taught inappropriate ways to interact with others, and it all stems

from what children are taught in the classroom. “​White people, for the most part, have literally

received Jim Crow segregated educations that exclude or whitewashes the harm and trauma

Whites have caused non-White people of color whether they want to admit it or not” (K, 2019).

Some Caucasian individuals can’t see the magnitude of the harm their actions have caused

towards minorities, but it’s not entirely their fault. To break a habit is hard enough, but to break

12 years of learning and having constant confirmation about those ideals is even harder to break

and change. Hence why this society is very polarized regarding social justice movements

because some people don’t find it fit to have their ideals challenged or changed, and it all stems

from what they were taught as a child in their schools. “Black children in America grow up in a

society where ‘White’ is the default race. Additionally, Black children traverse life with

institutionalized and internalized racism” (Nelson, 2016). It will not be expressed enough in this
MISSING PERSPECTIVES 7

paper, that society’s divide and anger stems from improper teaching methods and that directly

correlates to the oppression of populations of color.

Educational

It is understandable that past events in America’s history are hard to discuss; white

supremacy, lynchings, the Jim Crow era, slavery, the Trail of Tears, the Chinese Exclusion Act,

the Anti-Japanese Crusade movement, the Civil Rights movement, and a plethora of other

exclusion acts. But no matter how delicate and difficult it may be to teach the student body about

these events, they are important nonetheless and deserve to be told in their entirety. Too many

people have suffered as a result of gross segregation, and it is more than imperative that students

today understand what has occurred in America and how far it still has to go. Race is a major

factor in the beginning of America’s infancy and maturation; it’s something we can’t avoid, but

opposition towards one race starts with what’s taught at home and in the classroom. How can

society expect for people to understand the depth, damage, and complexity brought on by slavery

if the entire story isn’t told? How can the community expect people’s history to be respected and

acknowledged if populations of color’s pasts are still demonized? How can the United States

heal its race issue? It will never be able to unless it starts addressing the seeds of curriculum that

are planted into the adolescent students that continue to grow and bloom within them into

adulthood. “Slavery is mistaught, mischaracterized, sanitized, and sentimentalized—leaving

students poorly educated, and contemporary issues of race and racism misunderstood”

(Anderson, 2018); until educators can correctly, and accurately teach the hard lessons from the

past, no progress will ever be made.

The biggest crutch that teachers use that they don’t even realize is toxic to not only their

teaching methods but also their students is textbooks! Textbooks, while held in high esteem for

the amount of knowledge and information they contain from scientists, doctors, and experts, hold

an immense amount of bias towards populations of color. “Racism needs to be understood as a

systematic process and not just one hurdle designed by one bigoted person to negatively affect

someone with different features” (Robertson, 2018). Those in the community need to understand

that racism is not a one time incident or occurrence; it is a conscious process that continually

snowballs, and it begins in what is taught in classrooms and how students react and apply those

biases. The consequence of not revising and keeping accurate accounts of historical events in

history is misinformed biases, lack of diversity, and crippling racism in the country. Words

matter; they mean the difference. The quote “It’s not what you say, it’s how you say it” is the

very precipice of this paper. Through the research, it’s been noted that there are two essential

ways that textbooks use racist language that make it seem friendlier to students: romanticism and

dehumanization. Romanticism is when the text essentially sugar coats events that would seem to

be too “harsh” or “evil” to tell the truth about, such as the pleasant journey that slaves took on

the Trans-Atlantic slave trade. The second modus operandi is to dehumanize any racial group in

any setting to make it seem as if they weren’t actually people, and deserved to be treated the way

that they were as evident with slaves, Indians, the Jews, and Gypsies in their own history

(Robertson, 2018). Why are educators and students alike allowing schools and universities to

continue to push out and coerce us to learn information that is faulty and incorrect? What

students learn matters, and it is the basis for our strengths and weaknesses, yet information that

continues to misinform and degrade populations of color have not been altered. The incorrect
MISSING PERSPECTIVES 9

information does play a major part in students with colored skin tones, because of the

environment that they learn in and how their history is depicted. Through more investigation it

has been found that three pertinent textbooks companies used for K-12 educational purposes

have been falsifying and implementing misleading information into the materials that are used to

teach students across the nation. Here is a provided table detailing the percentages of information

that is falsified in these textbooks (Robertson, 2018):

% of Information Prentice Hall McDougal Littell McGraw Hill

Misleading 66+% 36.4% 57.1%

Omitted 33% 36.4% 14.3%

Romanticized 0% 27.3% 28.6%

Total 99.9% 100.1% 100%

The information that has been added in the table is to show the percentages of information that is

improperly produced for the teachers and students in K-12 education by textbook companies. It

is clearly evident that these organizations are failing the educational system by spewing

falsehoods about minority history in regards to slavery, the Civil Rights movement, plantations,

and an abundance of other historical aspects. The topics students are learning today have been

bleached of any filth and dirt; the knitty gritty knowledge that is imperative to success to

understand has been artfully concealed by individuals and companies to camouflage the actual

atrocities committed by one racial group to another. ​“Language, from the evidence presented in

this study, has the potential to cause issues in students such as confusion, insecurity, feelings of
MISSING PERSPECTIVES 10

helplessness, and tension between groups” (Roberston, 2018). What else would cause such a

division among people of the majority and the minority? Language is the key; revising and

editing the language that is presented to students is the key to unlock the missing perspectives in

K-12 curriculum but until that happens within schools, communities, and statewide, schools will

be divided and the minority will be disproportionately affected.

Another educational consequence as a result of misleading teaching methods is the

perspective on “blackface.” As an African American female, ​those that make fun of all that

African American ancestors have had to endure in order to get the same freedoms and liberties is

deplorable and absolutely​ reprehensible. Depending on the year and decade that an individual

was born, they will learn things much differently regarding racial factors than what children

learn today; signaling that people that do participate in certain activities that exude racism were

simply taught and bred into them. A survey conducted by “The Conversation” in 2019

discovered that 42 percent of Caucasian Americans believe that blackface is acceptable or they

are uncertain as to whether it is or not (The Conversation, 2019). Although as people get older

and adapt to new experiences and environments they are able to manipulate the information they

already know. This troubling statistic proclaims that even today in a world starkly different

racially from that of the 1960’s and forward that racist ideals that were taught to students at such

a young age are still being acted on today fueling a substantial divide.

Legal

In these times of intense racial divide due to the brutality that is taken against African

American men and women, many are advocating for a change that will help America take a baby

step towards getting closer to healing. Education reform is not only what this paper advocates for
MISSING PERSPECTIVES 11

but it is what President Donald Trump is advocating for too. President Trump’s response to the

increasing alienation of African American rights is to reform history classes, calling it the “1776

Commission to restore patriotic education to our schools. Our heroes will never be forgotten, our

youth will be taught to love America” (Crowley, 2020). The President’s action to create this new

commission and implement it into our schools is notable; however, the motive behind this idea is

to prevent the American society from believing that America is fundamentally racist and wicked

as ​ “left-wing rioting and mayhem are the direct result of decades of left-wing indoctrination in

our schools” (Crowley, 2020). Again, this ideal while fine in theory, is completely overshadowed

by the motive to prove the ever so present fact of America; that it is racist, and schools reserve a

large area of that racism. The results of this commission if it comes to fruition is that resentment

will spread like wildfire because a particular side of the story if not rarely included will be

completely diminished in the accomplishments of the American society.

To make matters worse, schools have been and will continue to be sued for their vicious

slander of one racial group because of the falsehoods that have been manifested, such as the case

for a Massachusetts School Board. A Massachusetts School Board “slandered Israel and the

Jewish people, and that falsified history to promote the Islamic religion” (Bandler, 2018). A

profusion of items have happened for this lawsuit to be enacted and then declined, but it has still

caused much angst amongst the parents of students at these schools because of what their

children are learning about another ethnic group. Pertinent information such as Jerusalem’s

capital, land for peace offers, and a war have all been falsely taught with strong bias in order to

promote the state’s curriculum which caused backlash from parents. The educational materials

that were used came from a Saudi Arabian company that has close ties with the Iranian regime
MISSING PERSPECTIVES 12

and terrorist groups such as al-Qaeda sending parents and administrators alike into a rabbit hole

of anger and confusion (Bandler, 2018). The action of purposefully misleading students with

serious information to fit the regulations of a teacher’s curriculum requirements is blasphemy.

What is the point of leading students down the wrong path when it comes to another human

being’s race and ethnicity? What is the consequence? There is no purpose and the sole

consequence is a division that continues to get deeper and deeper. States need to reform their

textbooks now, as well as give teachers more freedom on the specificity of their teaching skills.

The only way that schools can continue to move forward in more equity and inclusion for all

students, specifically those of color is if they begin to understand the impact that omitted and

flawed information has on those students; as well as modifying educational materials to reveal

nothing but the truth.

State

Claims that students, educators, schools, communities, and states alike need to make a

change, and it needs to happen sooner than later. Upon further examination into Virginia’s

textbook, startling information was discovered. In the 1950’s the state of Virginia commissioned

a textbook titled “Virginia: History, Government, Geography” to elementary, middle, and high

schools in an effort to educate students on the state’s history regarding slaves. Chapter 29,

entitled “How Negroes Lived under Slavery” spins a tale that slaves were genuinely happy

people, that loved to tidy up the household and respect their masters. The book was crafted and

favored by a Caucasian man at the time that pushed the books into most Virginia schools to fuel

his racist ideals and make sure that Virginians knew that this was not a racist state because of his

idolization of Robert E. Lee (Springston, 2018). Egregious is the only word that comes to mind
MISSING PERSPECTIVES 13

at this shocking revelation as it continues to prove that what students learn matters and that

knowledge will definitely impact their generation forever.

In response to social justice issues and the acknowledgment of racism in classrooms,

Loudon County of Washington District of Columbia (D.C.) has partnered with the Southern

Poverty Law Center in order to mandate lessons on slavery and institutional racism starting in

Kindergarten. The massive move by this county only serves to be a leader among other counties

and communities, as the Virginia Department of Education itself will begin mandating classes on

this particular topic starting in Kindergarten as well. This is the first massive step for children of

all colors and backgrounds because now there is a beacon of interest into that child’s past that is

presented to them in thoughtful and truthful ways. “Sugarcoating or ignoring slavery until later

grades makes students more upset by or even resistant to true stories about American history”

(Brammer, 2020). The more up front that educators can be about the more sensitive topics that

plague America’s youth, the less taboo it will become, and instead of pointing fingers over the

issue, resolve and peace can be manifested from that. As early as this upcoming school year,

“Social justice theories, activism and action civics will be thrust onto K-2 students,” to allow

these children to understand and advocate for more diversity in their communities (Brammer,

2020). The longer it takes for communities to address the dilapidation of racial divide in America

to students, the longer it will be before restoration and peace will come.

In agreement with the mandated history lessons on slavery in racism in schools Virginia

Code 22.1 - 208.02 states that the “Virginia Department of Education in consultation with the

Commonwealth’s Director of Diversity, Equity, and Inclusion will strengthen culturally relevant

education practices that support anti-bias education and response in the Commonwealth” (Code
MISSING PERSPECTIVES 14

of Virginia, n.d.) This code is effectively working to destroy all barriers among students of

different races, genders, sexualities, religions, and ethnicity to make sure that all educational

materials are truthful and openly taught for students to get the best education. The Advisory

Committee that is on working to reform and rewrite the curriculum in close proximity to the

Board of education is putting a larger emphasis on diversity and empathy, anti-discrimination

and bias, and the acknowledgment of inequity at the individual level in populations of color and

updates and revisions to the teacher’s manual. All that this code stands for and is working

towards is what America should be working towards as well: understanding the racism that

cripples us and then finding better ways to remedy it. As early as no later than July, 1 2021, The

Advisory Committee shall report its recommendations to the Board of Education, the Governor,

and the Chairpersons of the House Committee on Education and the Senate Committee on

Education and Health regarding the redrafting of the teacher’s manual as well as K-12 education

to include the missing perspectives that have been drowned out (Code of Virginia, n.d.). The

acknowledgment that the state of Virginia is making for its youth in an effort to allow them to

understand their past and the profound effect that they play in this society is commendable and

the first step to alleviating these gross injustices.

Compromises

The only way to address America’s broken history is if we rethink the ways we teach it

itself (Oakton Outlook, 2020). There have been so many pioneers with an abundance of

thoughts, ideals and creations that have yet to be recognized and applauded. These pioneers have

struggled an immense amount with their identity and social status and bleaching their hardships

and accomplishments clean from memory only furthers division and anger. Having
MISSING PERSPECTIVES 15

uncomfortable conversations with students and teachers alike on the things that plague America

should not be viewed as taboo, but rather appropriate. There are things that have been explicitly

stated in this paper, that are for the welfare of all students of color in order for them to succeed

and be appreciated among their Caucasian peers:

1. Revision of the teacher’s manual in order to give educators more freedom and time to

adequately teach a subject in the classroom allowing all students to see the perspectives

that would have otherwise been cut short due to regulation of the previous teacher’s

manual

2. Revision of textbooks to correctly editing the curriculum to fact based, unequivocal

proven knowledge that solely spreads the truth about racial groups

3. Having open conversations with students about the effect that racism has on them in a

classroom setting so that educator lesson plans can be more focused on enlightening all

about racism and the effects that it has (only applicable to the classes that racism truly

affects)

4. Appreciating and celebrating all racial groups for the accomplishments that their

ancestors have overcome, is the essential key to unlocking how schools can become more

united instead of diverged

The title of this section is “Compromises” but there are no compromises that either side of the

race divide have to sacrifice in order to restore America; all the other has to do is listen, and

listen closely. That is how reform, growth and healing begin.

Conclusion
MISSING PERSPECTIVES 16

If nothing has been taken away from this paper, I challenge you to remember these four

things. If nothing else, language matters; what is written and what is spoken to students in the

classroom matters. The current atmosphere of education is too regulated and constricting;

teachers need the freedom to teach, and students need the freedom to be able to learn and learn

vividly. All perspectives matter, no matter the skin tone your history matters and it should be

told, remembered and recognized. When history is told in the actuality of what happened,

perspectives are widened, opinions and views change, people will look at people just as that:

people. America is being ravaged from the inside out mentally, physically and emotionally

because her citizens won’t address the issues that are disabling her. The only way that tensions

will diminish is if humans listen to each other, help each other, see the perspectives that are

missing in their lives. A Czechoslovakian writer once said, “The struggle of man against power

is the struggle of memory against forgetting” (Milan Kundera, n.d.), never allow someone else’s

power force you to forget the history of where you came from.

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