Tupac, Imhotep, and Social Studies Standards, Curriculum Reform, Pedagogy: Pathways for Diversity, Equity, and Inclusion

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Abstract

The purpose of this case study is to explore how curricular omissions such as the contributions of Tupac and Imhotep align with the revised Social Studies Standards. It also addresses its implications for curriculum development and teacher pedagogy. Thus, the guiding research question for this investigation is: What are the educational implications of Imhotep, the Father of Medicine, for STEM and an unbleached curriculum? A noticeable gap exists as it pertains to the curriculum, STEM, and minority contributions. Through a greater focus on DEI and by educating students about the contributions of Imhotep, there is the potential to promote greater engagement in STEM, as well as improve U.S. student achievement and outcomes.

Authors

• Annette Teasdell, Clark Atlanta University

• Greg Wiggan, University of North Carolina - Charlotte

• Marcia J. Watson-Vandiver, Towson University

• Sheikia Talley-Matthews, University of North Carolina - Charlotte