ABSTRACT
Just as schools were once rushing to adopt antibullying curricula, they are currently grappling with the idea of a formal curriculum to explicitly teach about bias and racism. The irony is that in a recent survey by the nonpartisan group America’s Promise Alliance, 56% of students reported that they had the opportunity to discuss racism “sometimes or a great deal,” but that those experiences varied widely. Some states have passed legislation requiring schools to highlight implicit bias, diversity, equity, inclusion, and belonging in connection to race and ethnicity. For years, discussions that were explicitly about identity in general and race specifically were typically reserved for advisory/homeroom, social emotional learning, or health curricula. Developed by a group of Italian feminists, the concept makes clear that the authors enter effective dialogue with others only by being rooted in our own identity.
