Why is my curriculum white?

The video argues that 'whiteness' in curriculum is a Eurocentric concept tied to colonialism and imperialism, often making non-white perspectives invisible. It's a system where white authors and ideas are disproportionately celebrated, perpetuating negative stereotypes about brown and black people. This leads to a lack of awareness about diverse contributions.

The curriculum often reproduces its whiteness due to a lack of awareness. Monoculturalism is normalized, and contributions from women, black academics, and disabled academics are excluded from general discourse, largely because academia values status and frequency of reference, historically favoring established, often white, figures.

A white curriculum can lead to a lack of language and tools to dismantle its inherent biases. Examples include peers referring to Brazilian natives as 'savages' without historical context, or the exclusion of non-European medical history due to perceived lack of 'evidence.' This reinforces a superiority complex and a sense of entitlement stemming from colonial legacies.

The education system's tendency to deny its own history normalizes whiteness. Students share experiences where historical events, like the Iraq invasion or colonial practices in India, were presented through a Eurocentric lens, leading to feelings of inferiority among non-white students and reinforcing ideas of racial superiority among white students.

Many students have never been taught by a non-white professor, highlighting a significant lack of diversity in academic staff. Academia often hero-worships a small, privileged minority, marginalizing thinkers from colonized nations to supplementary reading, who may still perpetuate British ideas if educated within that system.

There's a concern that institutions will approach diversity with tokenistic gestures rather than addressing structural issues. True change requires not just black bodies, but black minds—a deeper shift than just color. While professors from minority groups are often more open to discussions on race and oppression, the core curriculum often remains Eurocentric, even in courses meant to challenge this.

To decolonize the curriculum, it's crucial to move beyond conventional, often Eurocentric, sources. A learner-centered education should focus on students' skills, interests, and community backgrounds, rather than solely on literature deemed important by a select group of professors. Implementing active committees to review courses for diverse perspectives and creating opportunities for people of color in academia are vital steps.

The pervasiveness of 'whiteness' in academia necessitates constant challenge. Many students noted that discussions around monocultural notions were rare until specific forums, like the one in the video, emerged. It's argued that challenging 'whiteness' is crucial at every point, as it carries historical baggage that is no longer necessary.

The video concludes with an anecdote about studying Charles Darwin's essay on animal humors, which described 'Orientals' with animalistic characteristics. The fact that such a text is still presented as inspiring by some highlights the ongoing issue of unchallenged racist ideas within academic curricula.