ABSTRACT
And those kinds of searches still continue, but are more likely now to come from isolated teachers in all-white schools. While it is unsurprising that such teachers are finding the resources that exist, or existed, in their schools totally inadequate, such an approach is as likely as not to lead to tokenism. Introducing a home economics topic on Indian food or a unit on steel bands in music can, as Maureen Stone1 has shown, be divisive and even damaging, particularly to black children, if it is done as an adjunct or, worse yet, as an option to the conventional curriculum.
