What is Predominately White Institutions (PWIs)

In order for educational institutions to attain social justice and equity, we must challenge persistent and normative whiteness in higher education curriculum to include the voice of students of color. The dominant Eurocentric narrative present in higher education curriculum demands inclusive pedagogy in classrooms that create space for students to share their funds of knowledge and experience inclusion within an atmosphere of belonging. This chapter utilizes qualitative methodologies to decolonize the curriculum and craft such an inclusive space. It argues for ways to reshape knowledge production by encouraging diverse forms of learning and critical pedagogy that rest on a foundation of a multicultural curriculum. This decolonizing process must become an essential part of critical pedagogies within higher education curriculum that includes all cultures and knowledge systems in ways that recognize and frame students' funds of knowledge within the inclusive space of the classroom.