“RE-MEMBERING” HISTORY TO COUNTER MISEDUCATION: EXPLORATIONS OF CURRICULUM DEVELOPMENT AND CULTURALLY RESPONSIVE PEDAGOGY IN URBAN EDUCATION

Excellence in education is based on a curriculum that is true, relevant, and appropriate, and on educational processes that are humane and democratic. A pervasive problem in U.S. schools is a curriculum that perpetuates cultural hegemony, lacks multiple perspectives, and adheres to scripts to accommodate education policy. “Re-membering” history by producing and studying democratized knowledge can counter master narratives. Applying critical race theory and Afrocentricity, this research explores curriculum development, culturally responsive pedagogy, and student outcomes in the context of urban education. Using case study methodology, content analysis, and historical detection, this qualitative multiple article dissertation explores three curricular omissions that can expand multicultural education discourse. Findings show that culturally responsive pedagogy combined with a curriculum that is accurate, relevant, and appropriate can yield improved student outcomes. This has implications for practitioners and scholars in U.S. schools.