In this session, participants will explore James Banks’ and Patricia Hill Collins’ theory based models for curriculum transformation. These models have a shared goal but different processes for achieving that goal. Participants will engage in small group activities, dialogue and personal reflection to identify the strengths and limitations of each model as they pertain to the inclusion of racially diverse narratives in school curriculum. Participants will also be able to explore how the framing of a process can shape its outcome and will be better equipped to identify and disrupt racially inequitable processes and narratives in the public sphere by directly addressing the framing of those processes. Participants will see, in a very practical way, how a racially inequitable status quo can be maintained through good intentions and habitual thinking and also how this status quo can be changed through a paradigm shift. This presentation provides an example of what a paradigm shift toward racial equity can potentially look like in school curriculum and even in public discourse.