The Fight for Poly Perspectivity: A Call for Multicultural Curriculum Legislation

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  In Roundtable Session: Revolutionary transformation of the decolonial curriculum to come

Abstract

This literature review explores the urgent need for multicultural curriculum legislation in the United States. Amid rising misinformation and revisionist histories, the paper examines how state standards and curricula often exclude or misrepresent the histories of colonized and marginalized peoples. Drawing on empirical and theoretical research, the review highlights the importance of culturally responsive pedagogy and the role of state-level curriculum reform, using Montana’s Indian Education for All as a model. The findings underscore the necessity of moving from theory to practice to ensure inclusive, accurate, and empowering education for all students.

Author

• Fabiola Quinones, Teachers College, Columbia University