ABSTRACT
At a time when more public consideration is being given to instruction of students from ethnically diverse populations, textbook-based curriculum still depicts history from a Eurocentric perspective. This makes it difficult for teachers to effectively construct history lessons from culturally and ethnically diverse perspectives. Teachers need productive strategies that will enable students to critically analyze the past without feeling disenfranchised by the process. This chapter explores the politics and the philo-sophical assumptions of the current state of the history curriculum, as well as approaches to making improvements.
