Decolonize CPS Curriculum

From 2016 to 2018, I spearheaded the “Decolonize CPS Curriculum” campaign. As a Chicago Public Schools alumna from a neighborhood high school with disproportionately low funding compared to selective enrollment schools, which are typically located on Chicago’s North Side, I observed firsthand how the English curriculum centered primarily on Eurocentric narratives. The histories and stories of people of color were often relegated to elective courses — or omitted entirely — despite the fact that over 83% of CPS students are students of color. For example, during my time in CPS, I read Romeo and Juliet three separate times, while texts representing diverse voices were rarely included in the required curriculum. This experience highlighted the urgent need for a more inclusive and equitable approach to education that reflects the backgrounds and experiences of all students.

Our campaign was driven by the belief that incorporating the experiences of people of color into the core curriculum would not only help students of color relate more deeply to their education but also improve their academic performance. Additionally, we argued that decentering dominant narratives and uplifting the histories, families, and lived experiences of people of color could help reduce instances of bullying and microaggressions in classrooms — from teachers, administrators, and peers alike. This work reinforced my commitment to advocating for an educational system that is both inclusive and equitable, reflecting the backgrounds and experiences of all students.

Survey Development & Data Analysis

To lay the foundation for this campaign, I designed and administered a survey to CPS high school students, receiving a total of 148 responses. Among respondents:

• 78% identified as students of color

• 81% attended neighborhood high schools

• 65% reported having six or more books listed on their syllabus for the school year

The survey revealed several key insights:

• Only 11% of students reported having four or more authors of color included in their syllabus

• 20% indicated that no authors of color were represented in their curriculum

• While 100% of students at selective enrollment schools felt comfortable sharing their opinions in class, 25% of students at neighborhood high schools reported feeling uncomfortable

• In an open-ended question, “List one thing you dislike about your English class,” many of the responses included:

  • How direct and one sided it is. There is not much room for individuality.

  • Some people talk more than others when having discussions.

  • It is very judgmental and people in class don’t show much respect.

  • I won't need to know any of this for the real world.

  • I don’t like how we don’t read realistic books.

What encouraged us to move forward with this campaign was:

• 96% of students stated they wanted to read more books written by authors of color

• In response to an open-ended question asking which topics students most wanted to learn, answers highlighted a wide range of areas, including Latino/a/x culture, Black history, Asian history, Indigenous/Native American history, Middle Eastern history and culture, the Civil Rights Movement, women’s empowerment, feminism, gender roles and sexism, police brutality, immigration, international political relations, war, and cultural studies.