Amber, I did not and do not reject or refute your basic premise. Of course, text materials are not nearly as good as they ought to be. If you are looking for ‘great’ literature written by minority writers for an American Lit. course, my point is that few minorities had the chance to hone talent, or to publish, and I acknowledged that unfair treatment may be the culprit. I have read and taught some selections, but I disagree that there is some neglected stash of great minority literature that was written between 1650 and 1900.
If you are decrying the slant of history texts, you are correct. I do think that most social studies teachers are aware of the weaknesses and omissions, and I know that most whom I have know in 34 years of education supplement to try to help.
My larger point is that your original article is potentially counter-productive. The propaganda to which I refer is the fallacy that US schools are inept, or incompetent, when the primary impediment to achievement that rivals the internationally ‘best’ systems is not pedagogy, or curricula. Instead, the difference maker is poverty. Our high poverty rate is the primary suppressant of achievement.