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The multiculturalists have brought race research center stage in the field of curriculum studies. They argue that the U.S. experience is not exclusively European. They have demanded rethinking and redoing of the texts, the pedagogy, and the power arrangements of schools and classrooms. Exclusion and hegemony are central to their concerns.

Race “research” has historically been dominated by those trying to establish hierarchy and genetic inferiority. Educational policy and curriculum theorizing were shaped by the early “scientific” research on race. “Justifications” of the “inferiority” of colored peoples and eugenics were sown into the school curriculum and especially the testing movement. The recent demands of urban education, civil rights, and multiculturalism have given rise to new research paradigms. Race research cannot be examined apart from its sociopolitical, economic, and cultural context. Slavery, mercantilism, and the conquest of subaltern people coincided with the “scientific revolution” in the Western world. The new scientism demanded research and quantification. As Darwinism generated interest in biological study, natural scientists, anatomists, biologists, physicians, anthropologists, ethnologists, social theorists, and politicians turned their attention to race study. If “proof” could render Whites superior, colonial plunder could be justified. The entry explores the history of race research and its influence on education and curriculum studies, especially with regard to defining and measuring intelligence.

Scientific Racism: Early Research and Writings

Race research began in Europe. Biological taxono-mist Carolus Linnaeus was among the first to classify human beings by race, claiming each exhibited different mental and moral traits. In 1781, physiologist Johann Friedrich Blumenbach added aesthetic judgments to race writing that White people are as beautiful as Mount Caucasus. In 1799, British surgeon Charles White asserted that Blacks were a separate species, intermediate between Whites and apes.

French intellectual Arthur de Gobineau is called the “father of racism.” Christian doctrine had always linked virtue with faith. Gobineau began to associate virtue with blood. Gobineau developed a notion of racial determinism claiming scientific objectivity. His Essai surl'inégalité des Races Humaines (An Essay on the Inequality of the Human Races) argued the inequality of races explained all destiny and human history. His hierarchy placed the Caucasian people at the top and the Hamites or Blacks at the bottom. Miscegenation, he believed, would be the undoing of advanced civilization.

The writings of German zoologist and physician Ernst Haeckel in the mid- to late 1800s situated Blacks on an evolutionary tree below gorillas and chimpanzees. He hypothesized that each individual, in the course of its development, relives its evolutionary history, that is, ontogeny recapitulates phylogeny.

Profitable U.S. slavery and racism brought White supremacy and scientific racism across the Atlantic. Edward Jarvis, president of the American Statistical Association, wrote in 1840 that insanity for Blacks in the North was 10 times greater than for Blacks in the South. He concluded that slavery had a salutary affect on the Blacks, sparing them the problems that free self-acting individuals faced.

Physician John H. van Evrie offered, in 1853, a “scientific” justification of slavery, positing dark-skinned people were diseased, unnatural, and possessed impeded locomotion, weakened vocal organs, coarse hands, hypersensitive skin, narrow longitudinal heads, narrow foreheads, and underdeveloped brains and nervous systems. He argued that even the animal kingdom recognized Negro inferiority and said that a hungry tiger was more likely to prey on Blacks than Whites.

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