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The authors utilized the Black Historical Consciousness framework (King, 2023) to critically analyze implementation reports of Delaware’s mandate to teach Black history in the K-12 curriculum. Preliminary findings indicate that while all districts attempt to cover Black history, the reports lack sufficient data showing that the curriculum promotes the comprehensive consciousness described in King’s framework. Key issues include a focus on coverage rather than depth, and inconsistent alignment with Black Historical Consciousness principles across districts. This study highlights the need for more comprehensive and humanizing approaches to Black history education in Delaware schools, ensuring a more transformative and inclusive curriculum. Future studies will examine the voices of district social studies coordinators and the impact on curriculum and instruction.