In light of critical race structuralism (CRS), it is important to explore teaching or pedagogy as an art, rather than instruction, which presumes unexamined bodies of information that are passed on to students and citizens in the guise of education (Woodson, 1933). As noted, CRS is a theoretical framework that provides social and institutional analysis regarding the sources of oppression surrounding race, class, culture, gender, ethnicity, and beyond in schools and society (Wiggan et al., 2022). As such, schools and society can be viewed as extensions of social institutions that reflect the power and interest of a dominant or ruling group (Ighodaro & Wiggan, 2011; Wiggan, 2011a, 2011b; Wiggan et al., 2022). In schools, the interest of the dominant group is often reflected in what counts as knowledge, as well as who has access to that knowledge. This can be done through the deliberate act of including some groups while excluding or marginalizing the contributions and perspectives of other groups which can be harmful to learners. In the parlance of those who wish to maintain power and privilege, what is left out of the curriculum is sometimes even more important than what is included (Wiggan, 2011b). Thus, Ighodaro and Wiggan (2011) argue that curriculum violence is the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual well-being of learners. This is often done through the purposeful omission of—or misrepresentation of—minority group’s contributions and perspectives (Ighodaro & Wiggan, 2011; Woodson, 1933). This violence can be intentionally and/or unintentionally exacted through whitewashed and bleached [Eurocentric] curriculum design, lesson planning, instruction, and education policies and practices. Thus, Wiggan et al. (2023) explain: