Editing White supremacy (section)

===== School curriculum =====
{{Main|White supremacy in U.S. school curriculum}}

White supremacy has also played a part in U.S. school curriculum. Over the course of the 19th, 20th, and 21st centuries, material across the spectrum of academic disciplines has been taught with a heavy emphasis on white culture, contributions, and experiences, and a lack of representation of non-white groups' perspectives and accomplishments.<ref>Brown, M. Christopher, (2005). ''The Politics of Curricular Change : Race, Hegemony, and Power in Education''. Land, Roderic R., 1975–. New York: Peter Lang Publishing, Incorporated. {{ISBN|0-8204-4863-X}}. {{OCLC|1066531199}}.</ref><ref name=":0">Mills, Charles W. (1994). "REVISIONIST ONTOLOGIES: THEORIZING WHITE SUPREMACY". ''Social and Economic Studies''. '''43''' (3): 105–134. {{ISSN|0037-7651}}.</ref><ref name=":1">[[Woodson, Carter G.|Carter G. Woodson]] (Carter Godwin) (1993). ''The mis-education of the Negro''. Internet Archive. Trenton, N.J. : AfricaWorld Press. {{ISBN|978-0-86543-171-3}}.</ref><ref>Boutte, Gloria Swindler (2008). "Beyond the Illusion of Diversity: How Early Childhood Teachers Can Promote Social Justice". ''The Social Studies''. '''99'''(4): 165–173. {{doi|10.3200/TSSS.99.4.165-173}}. {{ISSN|0037-7996}}.</ref> In the 19th century, [[Geography]] lessons contained teachings on a fixed racial hierarchy, which white people topped.<ref name=":4" /> Mills (1994) writes that history as it is taught is really the history of white people, and it is taught in a way that favors white Americans and white people in general. He states that the language used to tell history minimizes the violent acts committed by white people over the centuries, citing the use of the words, for example, "discovery," "colonization," and "[[New World]]" when describing what was ultimately a European conquest of the [[Western Hemisphere]] and its [[Native Americans in the United States|indigenous peoples]].<ref name=":0" /> Swartz (1992) seconds this reading of modern history narratives when it comes to the experiences, resistances, and accomplishments of [[African Americans|black Americans]] throughout the [[Middle Passage]], [[Slavery in the United States|slavery]], [[Reconstruction era|Reconstruction]], [[Jim Crow laws|Jim Crow]], and the [[civil rights movement]]. In an analysis of American history textbooks, she highlights word choices that repetitively "normalize" slavery and the inhumane treatment of black people. She also notes the frequent showcasing of white [[Abolitionism|abolitionists]] and actual exclusion of black abolitionists and the fact that black Americans had been mobilizing for abolition for centuries before the major white American push for abolition in the 19th century. She ultimately asserts the presence of a ''masternarrative'' that centers Europe and its associated peoples (white people) in school curriculum, particularly as it pertains to history.<ref name=":5">Swartz, Ellen (1992). "Emancipatory Narratives: Rewriting the Master Script in the School Curriculum". ''The Journal of Negro Education''. '''61'''(3): 341–355. {{doi|10.2307/2295252}}. {{ISSN|0022-2984}}.</ref> She writes that this masternarrative condenses history into only history that is relevant to, and to some extent beneficial for, white Americans.<ref name=":5" />

Elson (1964) provides detailed information about the historic dissemination of simplistic and negative ideas about non-white races.<ref name=":0" /><ref name=":2">Au, Wayne, 1972–. Reclaiming the multicultural roots of U.S. curriculum : communities of color and official knowledge in education. Brown, Anthony Lamar, Aramoni Calderón, Dolores, Banks, James A.,. New York. {{ISBN|978-0-8077-5678-2}}. {{OCLC|951742385}}.</ref><ref name=":3">{{Cite journal|last=Brown|first=Anthony L.|date=2010|title=Counter-memory and Race: An Examination of African American Scholars' Challenges to Early Twentieth Century K-12 Historical Discourses|journal=The Journal of Negro Education|volume=79|issue=1|pages=54–65|jstor=25676109|issn=0022-2984}}</ref> Native Americans, who were subjected to attempts of [[cultural genocide]] by the U.S. government through the use of [[American Indian boarding schools]],<ref name=":2" /><ref>Stout, Mary, 1954– (2012). ''Native American boarding schools''. Santa Barbara: Greenwood. {{ISBN|978-0-313-38676-3}}. {{OCLC|745980477}}.</ref> were characterized as homogenously "cruel," a violent menace toward white Americans, and lacking civilization or societal complexity (p.&nbsp;74).<ref name=":4" /> For example, in the 19th century, black Americans were consistently portrayed as lazy, immature, and intellectually and morally inferior to white Americans, and in many ways not deserving of equal participation in U.S. society.<ref name=":1" /><ref name=":2" /><ref name=":4">Elson, Ruth Miller (1964). ''Guardians of Tradition: American Schoolbooks of the Nineteenth Century''. Lincoln, Nebraska: University of Nebraska Press.</ref> For example, a math problem in a 19th-century textbook read, "If 5 white men can do as much work as 7 negroes..." implying that white men are more industrious and competent than black men (p.&nbsp;99).<ref>[[Samuel Lander|Lander, Samuel]] (1863). ''Our Own School Arithmetic'', Greensboro, N.C.: Sterling, Campbell, and Albright, in Elson, Ruth Miller (1964). ''Guardians of Tradition: American Schoolbooks of the Nineteenth Century''. Lincoln, Nebraska: University of Nebraska Press.</ref> In addition, little to nothing was taught about black Americans' contributions, or their histories before being brought to U.S. soil as slaves.<ref name=":2" /><ref name=":3" /> According to Wayne (1972), this approach was taken especially much after the [[American Civil War|Civil War]] to maintain whites' hegemony over [[Emancipation Proclamation|emancipated]] black Americans.<ref name=":2" /> Other racial groups have received oppressive treatment, including [[Mexican Americans]], who temporarily were prevented from learning the same curriculum as white Americans because they supposedly were intellectually inferior, and Asian Americans, some of whom were prevented from learning much about their ancestral lands because they were deemed a threat to "American" culture, i.e. white culture, at the turn of the 20th century.<ref name=":2" />