SYMBOLIC VIOLENCE IN CLASSROOM HOW A EUROCENTRIC CURRICULUM EXCLUDES MARGINALIZES MINORITY STUDENTS

Dr. Nahum Jean-Louis and Dr. Mary Clisbee

In this paper, the authors address how the US, Eurocentric, K-12 public school curriculum is an expression of Symbolic Violence (SV) and, hence, has adverse impacts on minority students’ achievement and sense of belonging in the classroom. More specifically, they explain how Eurocentrism contributes to exclude, disengage, and marginalize minority students. They conclude by stressing the importance of creating a diverse and a more equitable curriculum that takes into consideration all students’ affinities. The paper aims to raise public awareness of SV in the classroom and to provide educators as well as policy makers with a better understanding of the phenomenon so they can be better equipped to initiate changes that are susceptible to mitigate its effects on minority students.

Keywords: Symbolic violence; Eurocentrism; diversity; academic performance; cultural exclusion; microaggression