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Asian American History to be Taught in Schools of Illinois

Asian American History to be Taught in Schools of Illinois

Racism is a lack of information about a different community turned into hatred. What amount of the white/black/Hispanic/ Asian/ Middle east population know about each other except where their community resides?

So far, one of the strongest reasons for racism to still exist is the lack of information. The popular nation’s histories mandatorily added to the curriculum but the history of the remaining race is unfolded.

As an attempt to encourage racial harmony, the state of Illinois is mandating Asian American history into its curriculum. It is the first state to introduce this unique curriculum in the schools.

Who Lead the Change

The Asian American history unit will start from the year 2022-23 in elementary and high schools. Governor J.B Pritzker signed a bill on Friday. A non-profit group, Asian American Justice- Chicago tirelessly made efforts with different aggressive campaigns. As a result, it brings this historic legislation into the state which shall be effective from the first of January.

According to sociology professor/scholar of racial and ethnic inequality, Natasha Warikoo, legislation is no doubt a win but that is likely to depend on educators and community and who schools will emphasize the teachings

She further mentions symbolizing such curricular decisions although legislation decides it. This signifies state priorities and the importance of such issues. The actual execution is to vary tremendously as local politics, staff and the student body will be the change agents.

Further Actions

More specifically, the legislation has mandated subjects into the school curriculum. The subjects are mostly contributions of Asian American communities in the ethnic, social, cultural, and political development of the states. Along with it, Asian American civil rights advancements will also be a part of it.

The law allows the schools to decide the time allocation as a minimum amount to qualify as a unit of instruction. Adding to this, the state superintendent of education may provide curriculum guideline materials for the schools.

Wariko argues about the school’s method of ensuring content delivery is mostly through standardized question testing. This fails to account if the depth of content has been understood.

Moreover, Teachers’ approach of researching, studying to bring new material content goes beyond what their job is. Wariko suggests training and resources for the instructors to ensure a fair impact throughout the state