Margarita Bianco Published in Sage Journals

This paper examines urban school curriculum across time, tracing it as a tool of oppression and, conversely, a potential site of liberation. I begin with the evolution of curriculum as a tool of control, showing how pre-Brown segregation established persistent patterns of mental colonization in neoliberal tracking systems and standardized testing regimes. I then discuss current inequities, documenting how students experience curriculum violence while demonstrating a remarkable capacity for critical consciousness development. Yosso’s critical race curriculum is introduced as an approach for transformation and liberation, concluding with strategies for teacher resistance and a call for educational practices of freedom.