The Existence of Racial Bias in the Education System Particularly in Teaching History

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Racism on the Education System
The everyday interactions between races, particularly in the education system, suggests that the pre-existing colour line continues to separate us. The relentless onslaught on equal opportunity in employment and education is the most prominent indication of the race gap in current history in the policymaking arena. According to many Americans, policies like affirmative action now give minorities an unfair edge who feel that all remnants of prejudice have vanished. From the viewpoint of those who live with the repercussions of continuous discrimination on a daily basis, these policies are required to safeguard opportunities that might otherwise be lost if an affirmative responsibility to behave reasonably did not exist. In no doubt, the distribution of options in a society that is growing more reliant on information and education is a cause of considerable worry and concern for Americans of all backgrounds. Interpretations of educational success inequalities between Caucasians and minority pupils are readily visible (Leonardo and Grubb). Many of us find it difficult to perceive structural racism's manifestations since they have become a permanent, pervasive part of the educational environment. Some of these expressions aren't expressly addressed in educational policy or practice, yet they nonetheless impact pupils. For instance, the exclusionary zoning rules that keep families who can't afford single-family houses out of high-performing educational institutions; or tax policies that hinder wealth building and associated investment in learning resources; and the large scale imprisonment procedures that isolate parents from their children's homes; all these factors are visible and yet, they are not readily addressed. However, the focus of this paper is to showcase the existence of racial bias in the education system, particularly by how history is taught.
It is common knowledge that historians gather and verify evidence before interpreting it reasonably. The agreement is that history does not provide us with ultimate truth; the best we can expect is historians' trustworthy, evidence-based interpretations of historical events. Nonetheless, in history teaching circles, the sprouting of bias in historical interpretation has long been a source of concern. Ideally, we must understand that teaching history as an undisputed system of positivist paradigm science with a curriculum of provided factual facts may encourage prejudice, bias, and intolerance, fueling civic and worldwide conflict and bloodshed in the long run (Chinoski). On the other hand, history may promote good values as a revisionist process with many interpretations, including justice, healing, and conflict management. This lays a significant burden on a crucial goal of history education: addressing the issue of historical bias via effective teaching techniques for both elementary and secondary schools on how to recognize and analyze bias in historical sources. Since its intended audience is young people, the material of coursebooks is often a source of controversy, and whitewashing practice has undoubtedly been used to affect the intentional removal of critical, negative data or remarks.
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