This paper seeks to follow the evolution of race conversations in the classroom through generations of people after the Civil War. My thesis is that curriculum excluded positive mentions of Black people after the Civil War until the Civil Rights Movement, when Black individuals crafted a more accurate and impartial curriculum. American curriculum’s exclusion of positive Black representation left white people unable to have positive race conversations in general. Additionally, through a case study of my family, I examine how generations of people shaped their ideas on race through conversations. The written portion of my IS begins with curriculum from the end of the Civil War, through the Jim Crow Era, and ends in Civil Rights Movement. From there, I continue with my investigation of generational change in race conversations in my podcast Whitewashed. Here, I analyze my four-times great uncle’s memoir about being a confederate prisoner of war in the Civil War, I interview my great grandmother, grandfather, and mother to examine their experience with race conversations and education or lack thereof.
Walters, Lily M., "Whitewashed: A Look into the Evolution of Race Conversations in American Classrooms" (2021). Senior Independent Study Theses. Paper 9524.
Arts and Humanities | Curriculum and Social Inquiry | History | Oral History | Social History | United States History
Race, Education, Family, Podcast, Oral History
Bachelor of Arts
Senior Independent Study Thesis Exemplar
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