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Educational institutions have the capacity to support immigrant students and English Language Learners through their emotional struggles with racial melancholia, dissociation, and cultural assimilation by utilizing validating curricula that promotes critical consciousness. Unfortunately, many secondary educational institutions routinely neglect the persistent emotional impact of racial melancholia and dissociation while instituting oppressive Eurocentric curriculum teeming with white privilegedoi:10.5195/rt.2021.886 fatcat:epptf6kg5jgaxgylzhfpfrtcte