This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology of ignorance in a history course at an urban public high school. After piloting a raced curriculum that deliberately re-centers marginalized counter-stories of students of colour, I document its…

If a pluralistic democratic state such as the United States wishes to move beyond coexistence and toward a more reflective religious pluralism, then public schools must take epistemic issues seriously. Taking a cue from multicultural education, many have called for including the study of religion from a cultural perspective. I argue instead that,…

This article presents the authors' response to the commentaries on their article. They focus on two important issues raised by most of the reviewers: (a) the curricular dependence of the proposed learning progression and the daunting (twin) challenges of bringing about changes in curriculum and assessment and consolidating and validating the…