The struggle to have one’s voice heard is not new. America was founded upon the philosophy that a voice in government is a basic right. Historically, however, that right was denied for many groups of people. Over the years, marginalized people have fought to have their voices heard including suffragettes, labor leaders, and civil rights leaders. The world of education is no stranger to this struggle.
PROTEST FOR DIVERSITY
In 1968, an ethnically diverse group of students at the University of California at Berkeley known as the Third World Liberation Front protested for a more inclusive curriculum that reflected the diversity of the student population. Together they demonstrated for three months and captured the nation's attention when they successfully brought the Berkeley campus to a stunning halt. Police were called but were unsuccessful in stopping the strike. The school shutdown made national headlines and pushed the University of California to provide for a more expansive view of American history while developing a more diverse faculty.
In more recent years, many states have been pushed to create ethnic studies classes as graduation requirements in high school. In 2014, El Rancho Unified School District became the first school in California to adopt an ethnic studies class as a graduation requirement. Since this trailblazing high school adjusted their graduation requirements many high schools across the country have followed their lead.
CASE FOR DIVERSITY
The argument for a more diverse and culturally inclusive curriculum is built on the philosophy that knowledge is powerful. Students know their own culture, beliefs and values. What they often do not have is a full and accurate understanding of the cultures, history and experiences of groups other than their own. A diverse curriculum exposes children to values, achievements and struggles of people other than themselves, providing knowledge, and promoting tolerance and understanding.
STRATEGIES TO ADD DIVERSITY
Teaching unsung heroes is a great strategy to diversify and expand the standard narrative of American History in the classroom. When designing lessons, seek out new perspectives, specifically those of lesser known figures in history whose contributions were considered less important because of their race, nationality, ethnicity, religion, or gender. When teaching about World War I, consider the Choctaw Telephone Squad, a small group of Native Americans from Oklahoma who supported the Allied effort in Europe. These soldiers were the original code talkers who paved the way for the more well known Navajo Code Talkers. When teaching World War II, consider the Triple Nickles, African-American paratroopers who fought forest fires in the Pacific Northwest.
It is also important to integrate less well-known events into the curriculum. When I introduce the Delano Grape Strike, I include the formation of the Agricultural Workers Organizing Committee (AWOC) by Manong farmworkers in 1960. Manongs were a lesser known group of Filipino farmworkers who triggered the historic Delano Grape Strike. This event expands the narrative of labor history in the United States as well as that of Cesar Chavez and the United Farm Workers. When studying the Mississippi Black Codes and segregation, I plan to include the Tulsa Race Massacre of 1921, an often overlooked event that expands the narrative of the racial divide during the post-Reconstruction era. By adding lesser known people and events we further increase students' depth of knowledge and undoubtedly foster more social and emotional connections.
Another way to diversify the curriculum is to integrate literature written by, and from the point of view of marginalized people. Ghost Boys by Jewell Parker Rhodes is especially effective because it allows students to connect the murder of Emmett Till to current events. They Called Us Enemy tells the story of George Takei's childhood in an internment camp and gives the reader a firsthand view of the Japanese-American experience of World War II. Code Talker by Joseph Bruchac illustrates the importance of Native American Code talkers while highlighting how they were disregarded by society. Books such as these reveal facts and emotions that are not always developed in everyday lessons, fostering an understanding of the experiences of others and their importance in American history.
CONCLUSION
By the time students arrive in the classroom they have all developed some idea of how society works from the confines of their own homes. This knowledge needs to be integrated with the experiences and perspectives of different people. Classrooms should be the place where we develop connections and understandings, and examine who we really are as a country. Exposure to a diverse curriculum helps to achieve this goal.
