There is a rising tide in education of calls to “decolonize” the curriculum, the assumption being that, like an undeveloped country, the curriculum has been “colonized” by an exploiter class, namely European white men, who push aside valuable voices of the exploited classes. This demand has two central motivations, one benign and one malign. There … Continue reading The Curriculum Needs Truth, Goodness, and Beauty, not “Decolonization”