Unforgetting History, Imagining Futures: A Comparative Analysis of the 1980s NYS Curriculum of Inclusion and the Recent NYC Black Studies Curriculum

• In Event: AERA Roundtable Session Thursday 2:15 pm
  In Roundtable Session: Critical Inquiries into Identity, Representation, and Power in Education

Abstract

This study explores the evolution and implications of inclusive and socially just curricula by critically comparing the 1980s New York State Curriculum of Inclusion and the recent New York City Black Studies Curriculum. This paper interrogates how each curriculum addresses systemic marginalization, representation, and educational equity. The study analyzes how early curricular reforms attempted to “unforget” history and challenge Eurocentric narratives.
In contrast, the NYC Black Studies curriculum builds on intersectionality, engaging with race, gender, disability, and LGBTQ+ inclusion.
This study provides a comparative thematic analysis of the two curricular frameworks. The findings will highlight the opportunities and challenges of embedding social justice principles in historical and contemporary contexts.

Author

• Lindamichelle Baron, York College - CUNY