State Senator Stephanie Chang (D-Detroit) co-sponsors the bills and points to the need for students to see their identities and experiences represented in what they learn. “This is really important for fostering greater cultural understanding, really combating some of the hate that’s out there and then, you know, improving critical thinking skills as well,” Chang explained.
This push for inclusive education comes as communities continue to confront the lingering effects of systemic racism and xenophobia. Chang noted the rise in anti-Asian hate during the COVID-19 pandemic as a catalyst for the legislation. While alarming, these incidents brought national attention to the gaps in how history is taught and the consequences of those omissions. Inspired by Illinois’ TEAACH Act, Michigan’s bills aim to equip students with the tools to better understand the diverse realities of this country and challenge the bias and ignorance that often fuel hate.
But these changes aren’t just about the content of lesson plans. They’re also about making sure teachers are prepared to deliver this material in a way that honors the weight of these histories. The legislation requires cultural competency training for teachers and school staff, a step that Chang says is crucial. “We have certainly seen, unfortunately, some circumstances in which you can teach about slavery, for example, in a way that is really not appropriate. And so we don’t want that to happen. So having that professional development is really important,” she said.
The fight to teach true Black history in America has faced relentless roadblocks in recent years, as conservative agendas seek to erase or distort the realities of systemic oppression and resilience. Since 2021, at least 18 states have enacted laws or imposed restrictions on teaching topics of race and gender, under the guise of protecting students from so-called “divisive concepts.” These efforts, far from promoting unity, actively whitewash history and deny students a full understanding of this country’s foundation. The erasure of Black stories and struggles not only undermines education but perpetuates ignorance about the ongoing legacy of racism and inequality.
Florida has emerged as the epicenter of these efforts, with Governor Ron DeSantis leading the charge. His administration banned the College Board’s AP African American Studies course and endorsed revised Black history standards that included deeply troubling language, such as teaching “how slaves developed skills which, in some instances, could be applied for their personal benefit.” This narrative not only minimizes the horrors of slavery but attempts to reframe it as something that offered opportunity—a dangerous and deeply offensive distortion of history. Such actions highlight a growing trend of political leaders using education policy to reshape public understanding of race and erase the complexities of Black experiences.
True Black history cannot be reduced to sanitized accounts of suffering or celebratory stories of a select few leaders. It must center the humanity of Black people, exploring their emotions, joys, struggles, and resistance in everyday life. It is a history of survival and thriving against unimaginable odds, of creating futures that prioritized liberation for not only Black communities but all marginalized groups. Recent attempts to water down these truths, like Florida’s omission of the richness of ancient African civilizations and its sanitized depictions of slavery, reveal a calculated effort to dehumanize and erase Black experiences. Education, at its best, should illuminate, challenge, and empower—not distort and diminish.
It’s a sobering acknowledgment of how harm can be perpetuated in classrooms when complex histories are reduced to oversimplified or insensitive narratives. The bills aim to prevent these pitfalls by ensuring educators have the tools to teach with care, accuracy, and respect for the communities whose histories they are bringing into focus.
To support the development of this expanded curriculum, the legislation also proposes the creation of an advisory board. This board would bring together representatives from diverse cultural groups, education advocates, and labor unions. Its role would be to guide the curriculum’s creation and ensure it is not just inclusive in name but genuinely reflective of the experiences and contributions of Michigan’s minority communities.
This initiative has garnered significant support from education groups, including teachers’ unions. They recognize the importance of equipping students with a broader understanding of history to prepare them for an increasingly interconnected world. Chang sees this support as a crucial step in pushing the legislation forward, even as time runs short before the end of the legislative session.
The clock is ticking, and these bills face a steep climb. Legislative timelines are tight, and the challenges of navigating the political landscape are very real. Still, Chang and her co-sponsors remain steadfast, fueled by the belief that this kind of education has the power to shape not just students but the society they will inherit.
The importance of this effort goes beyond schools. It is about creating a future where children of all backgrounds can feel seen, valued, and respected. It’s about ensuring that the stories of Black innovators, Asian activists, Latinx leaders, and Indigenous trailblazers aren’t relegated to footnotes or left out altogether. Chang’s focus on combating hate through education is rooted in a deep understanding that knowledge is one of the most powerful tools for building empathy and dismantling prejudice.
These proposed changes challenge the way history has been taught for generations. For far too long, traditional curricula have painted an incomplete picture of this country’s past, centering the experiences of a select few while erasing or minimizing the contributions of so many others. This legislation represents a step toward correcting that imbalance, offering students a fuller, more honest account of the world they live in.
It’s not lost on Chang or her supporters that this work will require effort beyond passing laws. The success of these bills will depend on how well educators are supported in implementing them, how willing school systems are to embrace change, and how communities rally around the idea of telling fuller, more inclusive stories.
Still, there is a sense of urgency driving this effort. The rise in hate crimes and the ongoing reckoning with systemic racism demand bold action. Michigan’s efforts to embed minority histories into its education system signal a commitment to addressing these issues at their roots. By equipping young people with the knowledge to think critically about history and its impact on the present, these bills aim to foster a generation that is more empathetic, informed, and prepared to lead.
Chang’s call for cultural competency training reflects an awareness of the responsibility educators have in shaping how students engage with these histories. Her emphasis on professional development highlights the need to move beyond simply adding new content to lesson plans. It’s about ensuring that the delivery of this content does justice to the stories being told and the communities they represent.
The advisory board adds another layer of accountability, ensuring that this curriculum isn’t crafted in isolation but reflects the input of those it seeks to represent. By involving voices from various cultural backgrounds, education advocates, and labor unions, the board serves as a reminder that this work is a collective effort. It’s not just about checking a box—it’s about creating something that truly resonates.
The challenges ahead are real, but so is the potential for impact. These bills represent a chance to do more than expand what students learn in school. They represent an opportunity to expand how we think about history, community, and our shared responsibility to one another.
At its core, this legislation is about justice. It’s about honoring the contributions and experiences of those who have been marginalized for far too long. It’s about ensuring that the next generation of Michigan students grows up with a deeper understanding of the rich, complex, and interconnected histories that make up this state and this nation.
As the legislative session winds down, the path forward may be uncertain. But what is clear is the vision driving this effort—a vision of classrooms where every student can see themselves in the stories being told, where history is no longer limited to the perspectives of the powerful, and where the future is shaped by the lessons of a more honest past.
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