Finally, there’s good news: a Black studies curriculum will soon be rolled out in New York City public schools this year.
This curriculum has been three years in the making. According to reports, “Black Studies as the Study of the World” will be implemented citywide, from preschool through 12th grade.
Students from preschool to 12th grade will gain expanded access to the contributions of people of African descent to the U.S. and the world, thanks to the implementation of this curriculum.
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“When you know you come from greatness, you walk that path,” said teacher Bongi Doughty.
“This will be amazing for all children in New York City public schools,” said Dr. Sony Douglass of Teachers College, Columbia University. “A fuller, more comprehensive curriculum reflects the contributions of all individuals to this country and helps explain some of the social challenges we still face today.”
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Research has revealed a recent surge in book bans, A.P. African American Studies, and Critical Race Theory.
The non-profit organization PEN America also reported that more than 4,000 books have been banned across 23 states and 52 public school districts.
Douglass emphasized the questions this new curriculum may raise about its impact on students.
“It’s really a corrective to a curriculum that has only emphasized a particular set of experiences,” she said.
So, what do lesson plans for “Black Studies as the Study of the World” look like?
Some examples include “Kingdoms and Queendoms of Africa,” “African American Political Leadership,” and “Black New Yorkers.”
“We use methods like collaborative conversation, research, analysis, and studying nonfiction,” said Doughty. “So it’s not like we’re doing anything different. We’re just integrating it into the good practices we already have in place.”
“Black Studies as the Study of the World” is the result of collaborative efforts from educators at Teachers College, Columbia University, the New York City Council, and New York City public schools.
“This represents a major paradigm shift in how we think about the content we present to young students,” said Douglass. “It’s an idea that is long overdue, and we are excited to be part of history.”
“I’m excited to see their excitement,” said Doughty. “I’m excited to see what they do with this information. My kids manifest greatness every day.”
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