Report on the Implementation of the New York City Black Studies Curriculum and its Alignment with Sustainable Development Goals

This report details the outcomes and key takeaways from the first year of implementation of the New York City public schools’ curriculum, Black Studies as the Study of the World. The analysis focuses on the program’s contributions to achieving the United Nations Sustainable Development Goals (SDGs), as highlighted during the second annual Black Education Research Center (BERC) Summer Conference.

Advancing SDG 4: Quality Education

The curriculum initiative is a direct effort to advance SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The program’s design and implementation reflect a strong commitment to Target 4.7, which focuses on education for sustainable development, human rights, global citizenship, and the appreciation of cultural diversity.

H3: Enhancing Educational Quality through Project-Based Learning

The curriculum’s emphasis on project-based learning has demonstrably increased student engagement and fostered critical thinking skills, key components of a quality education.

• Third-grade students at PS175 engaged with lessons on Adinkra symbols and the relationship between people of African descent and the environment, culminating in a project to design a garden. This activity connects cultural learning with environmental awareness, aligning with principles of education for sustainable development.
• Fifth-grade students at PS36 created a “tap tap bus” as part of a lesson on Haitian arts and culture. This hands-on project allowed students to creatively engage with the material, leading to a deeper, more meaningful understanding and appreciation of cultural heritage.

H3: Providing Comprehensive Support for Educators

To ensure successful implementation and uphold educational quality, BERC has provided vital resources that align with the principles of supporting educators to achieve SDG 4.

1. Curriculum Resources: The curriculum includes comprehensive materials such as book lists, teacher notes, and lesson plan guides, which facilitate easier adoption and allow educators to focus on content delivery.
2. Professional Development: BERC’s eight-part Virtual Learning Series offered deep dives into key themes, providing teachers with the necessary background and confidence to present the material effectively.

Addressing SDG 10: Reduced Inequalities

The core philosophy of the Black Studies curriculum directly addresses SDG 10 by aiming to reduce inequalities through education. By centering the histories and contributions of communities that have been marginalized, the program promotes a more equitable and just understanding of the world.

H3: Centering Marginalized Voices for Inclusive Learning

As stated by BERC Founding Director Sonya Douglass, “When we center the lives and contributions of individuals, cultures, and communities who have existed in the margins… we create more just, more inclusive and more liberating learning environments for everybody.” This approach is fundamental to reducing the societal inequalities perpetuated by exclusive historical narratives.

H3: Fostering Empathy and Inclusivity for All Students

Educators report that the curriculum is beneficial for all students, regardless of their background. As noted by teacher Nicole Feliciano, “we can all connect, we can all empathize with the experience of Black people in America.” This fosters a sense of shared humanity and understanding, which is crucial for building more cohesive and less unequal communities.

Promoting SDG 16: Peace, Justice, and Strong Institutions

The curriculum serves as a tool for building more peaceful, just, and inclusive societies by strengthening educational institutions, as outlined in SDG 16.

H3: Confronting Resistance to Build Justice

The BERC conference acknowledged the historical and ongoing resistance to Black Studies. Keynote speaker Dawn Williams, referencing the “pendulum theory,” highlighted that such pushback is not new. The curriculum is presented as a vital resource to “teach through that resistance,” thereby actively working toward the goal of justice and building inclusive institutions that can withstand societal pressures.

H3: Empowering Students with Critical Thinking for a Just Society

By equipping students with a more complete and factual historical understanding, the curriculum empowers them to use their critical thinking skills to form their own conclusions about justice and society. Teacher Delisa Williams emphasized the importance of presenting “the facts and let[ting] them determine how they feel about it,” a practice that cultivates an informed and engaged citizenry essential for a just society.

Fostering SDG 17: Partnerships for the Goals

The success of the curriculum’s first year is a testament to the power of multi-stakeholder partnerships, a cornerstone of SDG 17.

H3: Institutional Collaboration and Financial Commitment

The initiative represents a strong partnership between BERC, New York City Public Schools, and educators. The recent grant of additional funding from the New York City Council demonstrates a sustained institutional and financial commitment to this educational goal, ensuring its continued implementation and impact.

H3: Building Coalitions through Knowledge Sharing

Educators have been encouraged to share the knowledge and resources gained from BERC’s professional development opportunities with their colleagues. This grassroots knowledge-sharing builds a strong coalition of support, ensuring that the benefits of the curriculum are disseminated widely and effectively, amplifying the partnership’s impact at the school level.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on the Black Studies curriculum in New York City connects to several Sustainable Development Goals (SDGs) by focusing on education, equality, justice, and collaboration.

• SDG 4: Quality Education: This is the most prominent SDG, as the entire article revolves around a new curriculum, teacher training, and creating effective learning environments for all students from PK-12.
• SDG 10: Reduced Inequalities: The curriculum’s core purpose is to address historical marginalization by centering Black history and culture. This aims to create more inclusive and equitable educational experiences, thereby reducing inequalities.
• SDG 16: Peace, Justice and Strong Institutions: The article touches upon creating “more just” learning environments and overcoming systemic resistance to inclusive education. It highlights the role of institutions like the Black Education Research Center (BERC) and the NYC Council in promoting justice and inclusion through policy and curriculum.
• SDG 17: Partnerships for the Goals: The success of the curriculum’s implementation is shown to be dependent on collaboration between multiple stakeholders, including academic institutions (BERC, Howard University, UCLA), government bodies (NYC Council), and public schools.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, several specific SDG targets can be identified:

1. Target 4.7 (under SDG 4): “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… human rights… promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”
   • Explanation: The curriculum, Black Studies as the Study of the World, is designed to provide a more inclusive and global perspective by centering the contributions of Black communities. It fosters an appreciation of cultural diversity and helps students develop critical thinking skills about justice and history, which aligns directly with the goals of this target.
2. Target 4.c (under SDG 4): “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training…”
   • Explanation: The article heavily emphasizes the support provided to teachers to ensure they can effectively implement the new curriculum. The BERC Summer Conference and the Virtual Learning Series are professional development opportunities designed to equip teachers with the necessary knowledge and resources, thereby increasing the supply of educators qualified to teach this content.
3. Target 10.2 (under SDG 10): “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity…”
   • Explanation: The article quotes BERC’s Founding Director, Sonya Douglass: “When we center the lives and contributions of individuals, cultures, and communities who have existed in the margins… we create more just, more inclusive and more liberating learning environments for everybody.” This statement shows the curriculum’s direct aim to promote the social and cultural inclusion of Black people’s history and experiences within the educational system.
4. Target 16.b (under SDG 16): “Promote and enforce non-discriminatory laws and policies for sustainable development.”
   • Explanation: The implementation of the Black Studies curriculum is a policy action designed to create a more inclusive and non-discriminatory educational environment. The article discusses the need to “teach through that resistance” to traditional, less inclusive approaches, positioning the curriculum as a tool to enforce a more equitable policy in education.
5. Target 17.17 (under SDG 17): “Encourage and promote effective public, public-private and civil society partnerships…”
   • Explanation: The article highlights a partnership between BERC (an academic research center), the New York City Council (a public governing body that provided funding), and NYC public schools (civil society/public service). This collaboration is presented as essential for the successful implementation and continuation of the curriculum.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators that can be used to measure progress:

• Student Engagement and Critical Thinking (Indicator for Target 4.7): The article explicitly states that “The curriculum’s emphasis on project-based learning is boosting engagement” and “helps children develop their critical thinking skills.” Teacher and student testimonials about the fun and meaning derived from projects serve as qualitative indicators of success.
• Number of Professional Development Opportunities (Indicator for Target 4.c): The article mentions specific initiatives like the “second annual BERC Summer Conference” and an “eight-part webinar series.” The existence and frequency of these events are direct indicators of teacher support efforts.
• Number of Inclusive Curricula/Programs Implemented (Indicator for Target 10.2): The article celebrates “one year of the landmark curriculum” and notes that despite resistance, “in 2021 there were nearly 1,200 Black studies programs at U.S. colleges and universities.” This count serves as a clear indicator of progress in making education more inclusive.
• Allocation of Public Funds (Indicator for Target 16.b): A direct indicator of institutional support and policy enforcement is the “New York City Council granting additional funding to BERC to support continued implementation.” This demonstrates a tangible commitment to the program.
• Formation of Multi-Stakeholder Partnerships (Indicator for Target 17.17): The article identifies the specific partners involved—BERC, NYC Council, Howard University, UCLA, and NYC teachers. The existence of this collaborative network is an indicator of a successful partnership.

4. Summary of SDGs, Targets, and Indicators

Source: tc.columbia.edu