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Asthe dismissal bell rang, teachers were informed that classes would move online for the foreseeable future. As the COVID-19 pandemic progressed, districts and administrators worked to set teachers and students up with online platforms so that learning could persist. The more tumultuous the world seemed; the more teachers were instructed to push forward with lessons under the pretense that this was a constant students were craving.  \nThe movement forward did not provide the comfort that it promised. It was an additional source of frustration for many families as they had to navigate unfamiliar technology, curriculum, assessments, and their personal lives. Dissatisfaction was not unique to families; urban educators committed to combating inequities saw how adapting curriculum and assessments online perpetuated educational disparities. In other words, the attempt to keep instruction consistent as the world was collapsing around teachers and students did not accomplish its goal; instead, it shed light on the ever-growing inequalities impacting American schools.  \nUnderstanding the issues that plague education (e.g., achievement gaps, lack of learning materials, and access to learning) and the pandemic’s role in exacerbating them, it is important to seize the opportunity to correct the inequities that have long afflicted educational institutions. Analyzing my experience teaching throughout the pandemic and research on standards-based curriculum, I will argue that schools must adapt curriculum and allow space for culturally relevant pedagogy (Ladson-Billings, 1995) so that students and teachers can interact with materials reflective of their classroom and society.  \nCurriculum  \nAmerican schools serve linguistically, culturally, and racially varied student bodies (Gay, 2018; Kohli, 2021; National Center for Education Statistics, 2021) . In my classroom alone, I educate students from seven countries, speaking three different languages and bringing unique cultural norms to our space. However, my school’s curricula in New Jersey does not reflect the level of diversity that we experience within our school community.  \nTextbooks and lessons are often focused on the dominant culture. There is a heavy emphasis on white, Eurocentric culture, which ignores other cultures and ideals (Leonardo & Grubb, 2019) . Eurocentric culture refers to the focus on westernized belief systems and societal patterns with a disregard for outside cultural norms and principles. Leonardo and Grubb (2019) explained the issue with a single framed curriculum noting that “...students who do not see themselves in the curriculum will not have an organic connection with schooling”(p. 19) . This means that the materials are more difficult to access and comprehend as they are written in a way that can only be easily understood  \n© 2022, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education, 24(2), 111-114.  \nHarrienger  \nby one group of students: white, middle/upper-class children. Furthermore, it can cause a disconnect between groups of students and education. Students who do not come from Eurocentric backgrounds may feel detached from the curriculum, peers, and school altogether.  \nCoupling the myriad of curricular restraints with the pandemic, education became more difficult to access, literally and figuratively. Students faced different hardships and had varying responsibilities during the pandemic, which impacted their access to learning materials (Darling-Hammond et al., 2020) . Additionally, some schools began virtual instruction immediately, while ot","cbCaioBZhq9y5ZxD","https://ap.wps.com/l/cbCaioBZhq9y5ZxD","pdf",116995,"English","# Introduction\n# Curriculum\n## We Know the Problem, What Comes Next?","[{\"question\":\"How did the pandemic change curriculum delivery and student learning access?\",\"answer\":\"Classes moved online, requiring families and students to navigate unfamiliar platforms, assessments, and learning routines. Access to learning materials became more uneven due to different student hardships and varying school responses such as online instruction or paper packets.\"},{\"question\":\"What issue does the author identify with the existing curriculum during the pandemic?\",\"answer\":\"The author argues that maintaining the same standards-based, Eurocentric curriculum online added extra barriers for students from linguistically and culturally diverse backgrounds. This reinforced disparities and increased stress for students and teachers trying to adapt.\"},{\"question\":\"What does the author propose as the next step after recognizing these problems?\",\"answer\":\"The author suggests using the pandemic’s unique visibility into children’s daily learning to expand school understanding. Schools can adapt curricula using new learning formats and provide culturally relevant pedagogy so students connect meaningfully with materials and schooling.\"}]","Innovation in Times of Crisis: Using the COVID-19 Pandemic to Reevaluate Curricula - Samantha Harrienger - Empowerment Academy Charter School | PDF",1792090289]