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Santiago, Maribel – Cognition and Instruction, 2019
This article explores how a curricular intervention that merges antiessentialist historical content and historical inquiry plays a role in how students complicate the narrative of racial progress. The 3-day curricular intervention centers on "Mendez v. Westminster," a case about 1940s Mexican American school segregation. The content and…
Descriptors: History Instruction, Inquiry, Racial Bias, Curriculum