Angel, a Black tenth-grader at a New York City public school, identifies as a nerd and enjoys learning. However, she is troubled by her history classes, which overlook significant events like the genocide and dispossession of Indigenous peoples, presenting a simplified view of the United States that contrasts with her complex reality. She notes, “The history I learned in school is simpler. The world I live in is a lot more complex.” Like many students labeled as “troublemakers,” Angel’s critiques of her curriculum reflect her curiosity and insight, essential for understanding history. These students, often marginalized by systemic racism, challenge the content and methods of their education, yet their engagement is frequently misinterpreted as disruptive behavior, leading to discipline instead of recognition. Tadashi Dozono, an education professor and former social studies teacher, examines the critiques from students of color who are labeled as troublemakers. He reframes “troublemaking” as an intellectual asset that questions the classroom norms that prioritize whiteness over the histories of people of color. By viewing these so-called discipline problems through a different lens, Dozono highlights how students of color seek alternative ways to understand their world and advocates for a pedagogy that values the curiosity, intellect, and knowledge of marginalized learners.
