Similarly, Martell (2018) describes three stylesof teaching about race in history that can beexplicit or inquisitive in nature—”exchanging”stories and experiences, “discovering” issues ofrace through investigating diverse perspectives onthe same events, and “challenging” the White-focused narrative of mainstream U.S. history cur-ricula.

When students collaborate, they begin thepractice of responding to systemic problems aspart of a larger group. Martell (2018) suggeststhat culturally relevant teachers “challenge stu-dents to specifically think about how past eventscontributed to their lives and society, learn notonly their own histories but also the histories ofothers, and examine past inequity and its rela-tionship present inequity and possible solutions”

McCorkle (2018) describes the importance ofunderstanding the historic struggles of Latinos inorder to dispel the anti-immigrant and anti-Latinx sentiment that has persisted throughoutU.S. history. Due to continued scapegoating ofLatinx immigrants for societal problems,McCorkle emphasizes the importance of explor-ing the reality of the positive impact of immigra-tion on American culture and the persistentattempts in American culture to preserve Whitesupremacist views through negative portrayals ofnon-Anglo cultures.