Jocyl Sacramento | California State University, East Bay (original) (raw)
Publications by Jocyl Sacramento
AAPI Nexus, 2024
As California State University (CSU) prepared to implement a new Ethnic Studies requirement, facu... more As California State University (CSU) prepared to implement a new Ethnic Studies requirement, faculty at CSU East Bay developed an Ethnic Studies Pedagogy Faculty Learning Community (FLC). This practitioner's essay focuses on the creation of the Ethnic Studies Pedagogy FLC and infusing Asian American Studies across disciplines. The FLC's main objective is to engage faculty in advancing their Ethnic Studies pedagogies and align courses with the learning outcomes of the new requirement. The authors discuss the significance of interdisciplinary collaboration with Ethnic Studies departments and speak to the necessity of supporting faculty in Ethnic Studies pedagogical support.
Journal of Asian American Studies, 2023
As schools, school districts, and states begin to institutionalize Ethnic Studies in policy and p... more As schools, school districts, and states begin to institutionalize Ethnic Studies in policy and practice, we examine the ways in which Asian American Studies (AAS), a subfield of Ethnic Studies, has informed solidarity and social movements at the K-12 level. This conceptual paper engages the following questions: Whose stories do we center in Asian American Studies? What is Asian American Studies pedagogy? How has Asian American Studies informed the movement for K-12 Ethnic Studies? We expand on Ethnic Studies pedagogies (Tintiangco-Cubales et al. 2015) to offer a praxis that centers the experiences of Asian American and Pacific Islanders (AA and PI) to examine power relations, community building, resistance, and social justice. We theorize an Asian American Studies pedagogy that relies on AA and PI voices while simultaneously valuing relational racialization (Molina, HoSang, Gutiérrez, 2019) as a vehicle for developing “deep solidarities” (Fujino, 2018). We conceptualize a Radical Asian American Studies pedagogy rooted in solidarity and social movements.
Journal of Asian American Studies, 2023
This article is an edited transcription of a conversation among Asian American teachers. The virt... more This article is an edited transcription of a conversation among Asian American teachers. The virtual conversation took place on October 28, 2022 with several educators from California, Texas, and Massachusetts and led by Asian American youth activist in Texas, Emy Chen. The teachers included Aileen Pagtakhan, middle school English language arts, history, and yearbook teacher in Union City, California; Katie Yue-Sum Li, former English as a second language and humanities teacher and currently an Ethnic Studies instructional coach for Boston Public Schools; Matthew Laurel, English and Asian American literature high school teacher in Berkeley, California; and Mohit Mehta, Asian American history and bilingual education teacher and doctoral candidate in Texas. As special forum organizers, we wanted to learn from and with teachers whose experiences were informed by Asian American Studies (AAS). Emy ChEn. Hi! My name is Emy Chen. I am fifteen and ten days old. I go to Mc-Callum High School and I'm a sophomore. My journey with Ethnic and Asian American Studies started when I was ten years old, with the movement for sanctuary in my city and then recently at Los Alamitos, and in Texas broadly.
![Research paper thumbnail of Pin[a/x]yism Revisited: A Pedagogical Praxis Toward Collective Liberation](https://attachments.academia-assets.com/118749897/thumbnails/1.jpg)
](Closer to Liberation: Pin[a/x]y Activism in Theory and Practice (Cognella), 2023
Peabody Journal of Education, 2022
This proposal begins with a critical race commentary on how the current day anti-Asian racism is ... more This proposal begins with a critical race commentary on how the current day anti-Asian racism is nothing more than a similar playing out of the United States’s handbook on anti-Asian sentiment. Then the paper takes a narrative turn employing Pinay methodologies such as kuwentos. Each kuwento illuminates how Pinay Motherscholars navigate the hate found in a patriarchal and whitesupremacist academy and the white supremacy in their own communities under anti-Asian COVID-19, while still raising their Filipino children with love and in love. Though Motherscholars writ large are experiencing a similar exhaustion of working while rearing children, Pinay Motherscholars are experiencing a deeper exhaustion from working while not only rearing but also protecting, debunking, and saving our children’s identities, souls, and hearts in the face of anti-Asian racism. To illuminate this compounded exhaustion, interspersed throughout the paper is a poetic assemblage that serves as a forever literary metaphor of what it is like to raise love in a time of lovelessness.
Ethnic Studies Review, 2020
A discussion facilitated by Jason Magabo Perez, Assistant Professor of Ethnic Studies at Californ... more A discussion facilitated by Jason Magabo Perez, Assistant Professor of Ethnic Studies at California State University (CSU), San Marcos. Featuring commentary and analysis of the statements of solidarity curated by Natchee Blu Barnd included in this issue. KEYWORDS activism, ethnic studies, Statements of Solidarity This historical conjuncture demands deep reflection, critical imagination, and continued action. In the midst of popular protest against continued state-sanctioned anti-Black violence; in the midst of an ongoing pandemic that is disproportionately devasting Black communities, Native communities, and poor communities of color; and in the midst of drastic shifts in the landscape of higher education, the California State Senate passed AB 1460, a bill that would make Ethnic Studies a graduation requirement at California State University. As CSU faculty, we feel it urgent to build solidarity across campuses and with local communities. Using the topic of recent solidarity statements as our point of departure, we gathered to discuss solidarity statements, activism, and the limitations and possibilities of ethnic studies at the university. What follows are excerpts from a casual conversation among five colleagues. By no means is this intended to be representative of our programs, departments , or campuses. We understand this humble effort as a beginning of a conversation, a move toward genuine solidarity.
Equity & Excellence in Education, 2019
We know little about the challenges districts and teachers face when establishing Ethnic Studies ... more We know little about the challenges districts and teachers face when establishing Ethnic Studies courses. In one school district, variation in teachers’ Ethnic Studies knowledge impeded the production of curricula and its implementation. This study examines how Ethnic Studies teachers responded to the problems of differential knowledge and orientation on race, power, and teacher positionality in the context of high school classrooms. Based on participant observation and semi-structured interviews, I argue that a praxis-oriented approach to teacher professional development can play a central role in preparing Ethnic Studies teachers. Through political education and critical race dialogue, teachers developed their critical consciousness, which then led to a collective identity and shared views on major elements of Ethnic Studies’ curricular perspectives and approach. This study holds significant implications for teacher education and professional development as schools, districts, and states create policies to contribute to an equitable and inclusive public education through Ethnic Studies curricula.
Equity & Excellence in Education, 2019
We know little about the challenges districts and teachers face when establishing Ethnic Studies ... more We know little about the challenges districts and teachers face when establishing Ethnic Studies courses. In one school district, variation in teachers’ Ethnic Studies knowledge impeded the production of curricula and its implementation. This study examines how Ethnic Studies teachers responded to the problems of differential knowledge and orientation on race, power, and teacher positionality in the context of high school classrooms. Based on participant observation and semi-structured interviews, I argue that a praxis-oriented approach to teacher professional development can play a central role in preparing Ethnic Studies teachers. Through political education and critical race dialogue, teachers developed their critical consciousness, which then led to a collective identity and shared views on major elements of Ethnic Studies’ curricular perspectives and approach. This study holds significant implications for teacher education and professional development as schools, districts, and states create policies to contribute to an equitable and inclusive public education through Ethnic Studies curricula.
The Urban Review, 2014
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: All authors contributed equally to the writing of this article.
The Urban Review, 2014
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: All authors contributed equally to the writing of this article.
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy:
The Urban Review, Mar 2015
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy:
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy:
Amerasia Journal, Jan 1, 2009
In 1995, I 1 wrote an article entitled "Pinayism" and my life was forever changed. In many ways, ... more In 1995, I 1 wrote an article entitled "Pinayism" and my life was forever changed. In many ways, the article was a proposal to develop a theoretical framework addressing the social, political, and economic struggles of Pinays. 2 Defining Pinayism has been challenging, organic, and collaborative because of the epistemological and political diversity of Pinays I have met. After fourteen years of workshops, talks, presentations, and lesson plans, Pinayism has become a praxis asserting a transformative and transgressive agency that combines theory, practice, and personal reflection.
Amerasia Journal, 2009
To further examine the growth of Pinayism, this essay focuses on Pinayist pedagogical praxis. In ... more To further examine the growth of Pinayism, this essay focuses on Pinayist pedagogical praxis. In this article, I collaborate with Jocyl Sacramento, a recent graduate of San Francisco State University's Asian American Studies Master's Program. Her work develops ...
AAPI Nexus, 2024
As California State University (CSU) prepared to implement a new Ethnic Studies requirement, facu... more As California State University (CSU) prepared to implement a new Ethnic Studies requirement, faculty at CSU East Bay developed an Ethnic Studies Pedagogy Faculty Learning Community (FLC). This practitioner's essay focuses on the creation of the Ethnic Studies Pedagogy FLC and infusing Asian American Studies across disciplines. The FLC's main objective is to engage faculty in advancing their Ethnic Studies pedagogies and align courses with the learning outcomes of the new requirement. The authors discuss the significance of interdisciplinary collaboration with Ethnic Studies departments and speak to the necessity of supporting faculty in Ethnic Studies pedagogical support.
Journal of Asian American Studies, 2023
As schools, school districts, and states begin to institutionalize Ethnic Studies in policy and p... more As schools, school districts, and states begin to institutionalize Ethnic Studies in policy and practice, we examine the ways in which Asian American Studies (AAS), a subfield of Ethnic Studies, has informed solidarity and social movements at the K-12 level. This conceptual paper engages the following questions: Whose stories do we center in Asian American Studies? What is Asian American Studies pedagogy? How has Asian American Studies informed the movement for K-12 Ethnic Studies? We expand on Ethnic Studies pedagogies (Tintiangco-Cubales et al. 2015) to offer a praxis that centers the experiences of Asian American and Pacific Islanders (AA and PI) to examine power relations, community building, resistance, and social justice. We theorize an Asian American Studies pedagogy that relies on AA and PI voices while simultaneously valuing relational racialization (Molina, HoSang, Gutiérrez, 2019) as a vehicle for developing “deep solidarities” (Fujino, 2018). We conceptualize a Radical Asian American Studies pedagogy rooted in solidarity and social movements.
Journal of Asian American Studies, 2023
This article is an edited transcription of a conversation among Asian American teachers. The virt... more This article is an edited transcription of a conversation among Asian American teachers. The virtual conversation took place on October 28, 2022 with several educators from California, Texas, and Massachusetts and led by Asian American youth activist in Texas, Emy Chen. The teachers included Aileen Pagtakhan, middle school English language arts, history, and yearbook teacher in Union City, California; Katie Yue-Sum Li, former English as a second language and humanities teacher and currently an Ethnic Studies instructional coach for Boston Public Schools; Matthew Laurel, English and Asian American literature high school teacher in Berkeley, California; and Mohit Mehta, Asian American history and bilingual education teacher and doctoral candidate in Texas. As special forum organizers, we wanted to learn from and with teachers whose experiences were informed by Asian American Studies (AAS). Emy ChEn. Hi! My name is Emy Chen. I am fifteen and ten days old. I go to Mc-Callum High School and I'm a sophomore. My journey with Ethnic and Asian American Studies started when I was ten years old, with the movement for sanctuary in my city and then recently at Los Alamitos, and in Texas broadly.
Closer to Liberation: Pin[a/x]y Activism in Theory and Practice (Cognella), 2023
Peabody Journal of Education, 2022
This proposal begins with a critical race commentary on how the current day anti-Asian racism is ... more This proposal begins with a critical race commentary on how the current day anti-Asian racism is nothing more than a similar playing out of the United States’s handbook on anti-Asian sentiment. Then the paper takes a narrative turn employing Pinay methodologies such as kuwentos. Each kuwento illuminates how Pinay Motherscholars navigate the hate found in a patriarchal and whitesupremacist academy and the white supremacy in their own communities under anti-Asian COVID-19, while still raising their Filipino children with love and in love. Though Motherscholars writ large are experiencing a similar exhaustion of working while rearing children, Pinay Motherscholars are experiencing a deeper exhaustion from working while not only rearing but also protecting, debunking, and saving our children’s identities, souls, and hearts in the face of anti-Asian racism. To illuminate this compounded exhaustion, interspersed throughout the paper is a poetic assemblage that serves as a forever literary metaphor of what it is like to raise love in a time of lovelessness.
Ethnic Studies Review, 2020
A discussion facilitated by Jason Magabo Perez, Assistant Professor of Ethnic Studies at Californ... more A discussion facilitated by Jason Magabo Perez, Assistant Professor of Ethnic Studies at California State University (CSU), San Marcos. Featuring commentary and analysis of the statements of solidarity curated by Natchee Blu Barnd included in this issue. KEYWORDS activism, ethnic studies, Statements of Solidarity This historical conjuncture demands deep reflection, critical imagination, and continued action. In the midst of popular protest against continued state-sanctioned anti-Black violence; in the midst of an ongoing pandemic that is disproportionately devasting Black communities, Native communities, and poor communities of color; and in the midst of drastic shifts in the landscape of higher education, the California State Senate passed AB 1460, a bill that would make Ethnic Studies a graduation requirement at California State University. As CSU faculty, we feel it urgent to build solidarity across campuses and with local communities. Using the topic of recent solidarity statements as our point of departure, we gathered to discuss solidarity statements, activism, and the limitations and possibilities of ethnic studies at the university. What follows are excerpts from a casual conversation among five colleagues. By no means is this intended to be representative of our programs, departments , or campuses. We understand this humble effort as a beginning of a conversation, a move toward genuine solidarity.
Equity & Excellence in Education, 2019
We know little about the challenges districts and teachers face when establishing Ethnic Studies ... more We know little about the challenges districts and teachers face when establishing Ethnic Studies courses. In one school district, variation in teachers’ Ethnic Studies knowledge impeded the production of curricula and its implementation. This study examines how Ethnic Studies teachers responded to the problems of differential knowledge and orientation on race, power, and teacher positionality in the context of high school classrooms. Based on participant observation and semi-structured interviews, I argue that a praxis-oriented approach to teacher professional development can play a central role in preparing Ethnic Studies teachers. Through political education and critical race dialogue, teachers developed their critical consciousness, which then led to a collective identity and shared views on major elements of Ethnic Studies’ curricular perspectives and approach. This study holds significant implications for teacher education and professional development as schools, districts, and states create policies to contribute to an equitable and inclusive public education through Ethnic Studies curricula.
Equity & Excellence in Education, 2019
We know little about the challenges districts and teachers face when establishing Ethnic Studies ... more We know little about the challenges districts and teachers face when establishing Ethnic Studies courses. In one school district, variation in teachers’ Ethnic Studies knowledge impeded the production of curricula and its implementation. This study examines how Ethnic Studies teachers responded to the problems of differential knowledge and orientation on race, power, and teacher positionality in the context of high school classrooms. Based on participant observation and semi-structured interviews, I argue that a praxis-oriented approach to teacher professional development can play a central role in preparing Ethnic Studies teachers. Through political education and critical race dialogue, teachers developed their critical consciousness, which then led to a collective identity and shared views on major elements of Ethnic Studies’ curricular perspectives and approach. This study holds significant implications for teacher education and professional development as schools, districts, and states create policies to contribute to an equitable and inclusive public education through Ethnic Studies curricula.
The Urban Review, 2014
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: All authors contributed equally to the writing of this article.
The Urban Review, 2014
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy: All authors contributed equally to the writing of this article.
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy:
The Urban Review, Mar 2015
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy:
In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco U... more In direct contrast to Arizona's criminalization of Ethnic Studies in Arizona, the San Francisco Unified School District's Board of Education unanimously adopted a resolution to support Ethnic Studies in their schools. As schools across the country begin to place Ethnic Studies courses on their master schedules, the lack of preparation and education to support effective Ethnic Studies teaching has emerged as a problem. Therefore, the central questions addressed in this paper are: What is Ethnic Studies pedagogy? and What are its implications for hiring and preparing K-12 teachers? This is a conceptual article that builds upon existing research studies to investigate the pedagogy of effective K-12 teachers of Ethnic Studies. From this literature, we identify several patterns in their pedagogy:
Amerasia Journal, Jan 1, 2009
In 1995, I 1 wrote an article entitled "Pinayism" and my life was forever changed. In many ways, ... more In 1995, I 1 wrote an article entitled "Pinayism" and my life was forever changed. In many ways, the article was a proposal to develop a theoretical framework addressing the social, political, and economic struggles of Pinays. 2 Defining Pinayism has been challenging, organic, and collaborative because of the epistemological and political diversity of Pinays I have met. After fourteen years of workshops, talks, presentations, and lesson plans, Pinayism has become a praxis asserting a transformative and transgressive agency that combines theory, practice, and personal reflection.
Amerasia Journal, 2009
To further examine the growth of Pinayism, this essay focuses on Pinayist pedagogical praxis. In ... more To further examine the growth of Pinayism, this essay focuses on Pinayist pedagogical praxis. In this article, I collaborate with Jocyl Sacramento, a recent graduate of San Francisco State University's Asian American Studies Master's Program. Her work develops ...