"Identities matter, especially when 27 percent of our students identify as Hispanic or Latino and 13 percent identify as Black or African-American. This curriculum acknowledges that by connecting the story of people of color in the U.S. to the larger story of American history. The fact is that more inclusive, culturally relevant content in classrooms leads to greater student engagement and better outcomes for all."
This was not a fiat delivered from the governor's mansion, but a product of nine committees consisting of 150 educators, administrators, professors and scholars, national researchers, historians, education representatives, community organizations, and families.
Change begins at the local local level, and it doesn't get more local or pervasive than schools.
With some exceptions, most school curricula consists of decades-old material written by and for the European and European-descended white male hegemony, sometimes with a little help from deep-pocketed religious groups and right-wing ideologues.
Acknowledging marginalized groups will broaden students' perspectives.
But of course it shouldn't end here.
Studies spotlighting women, LGBTQ+, Middle Eastern, Asian, and Indigenous cultures must also be incorporated.
But they will be.
Connecticut is taking that crucial step in the right direction.
Other states will no doubt follow suit and take it further.
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