Ethnic Studies Now: Three Reasons Why Ethnic Studies Should Be a Requirement for High School Graduation in the United States (original) (raw)
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Toward an Ethnic Studies Pedagogy: Implications for K-12 Schools from the Research
The Urban Review, 2015
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 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 Academic and Social Value of Ethnic Studies: A Research Review
National Education Association Research Department, 2011
What is the value of ethnic studies in schools and universities? Supporters say ethnic studies promotes respect and understanding among races, supports student success, and teaches critical thinking skills. Critics, however, increasingly question the relevance of ethnic studies education programs in the post-integration era. As issues involving ethnic studies take center stage in education policy and practice, the National Education Association believes any discussion of the role of ethnic studies in education and in student achievement rightfully begins by asking:
A Critical Examination of K-12 Ethnic Studies: Transforming and Liberating Praxis
Journal of Critical Thought and Praxis, 2017
The purpose of this paper is twofold: (a) to use the theoretical framework of Critical Race Theory (CRT) to highlight and understand the vision, process, and practice of creating an Ethnic Studies program in an urban public school district; and (b) to inform social justice praxis by producing counter-hegemonic knowledge about K-12 Ethnic Studies programs. By focusing on K-12 Ethnic Studies, this paper seeks to show how everyday social justice praxis interrupts "race-neutral" or colorblind master narratives and White cultural hegemony in traditional social studies (Apple
In our engagement with teachers, scholars, school officials, and other groups we receive an array/variety of responses to Ethnic Studies. Responses vary, but the following expressions capture their essence. Some quotes are taken directly from what individuals have said, and others are reframed to represent a general perspective. The purpose of naming these as misconceptions and challenging them is to generate dialogue on the public interpretation of Ethnic Studies practices. We find this dialogue to be essential in the development and expansion of the field. 1. " We already do Ethnic Studies, we have culturally responsive teaching. " One underlying assumption in this statement is that Ethnic Studies and culturally responsive teaching are synonymous. Or, more striking, that Ethnic Studies is a sub-field of culturally responsive teaching. Culturally responsive teaching is a powerful pedagogical framework informed by distinct epistemological traditions. The problem with this expression also lies in the emphasis on 'already': the presumption is that Ethnic Studies is already taking place in classrooms (and perhaps we don't need to name practices, programs, etc. as 'Ethnic Studies'). While Ethnic Studies is a contested and emergent field, we define it broadly as a movement for curricular and pedagogical projects that reclaim marginalized voices and histories, create spaces of healing, which are tied to social action that challenges and transforms oppressive systems and cultures of domination. 2. " Ethnic Studies is simply a version of social studies/history. "
2017
This qualitative research study explored student and teacher perceptions of the impact ethnic studies courses have on students of color. This study utilized conscientização or critical consciousness, authentic caring, and Critical Race Theory to understand teacher methods and strategies and the nature of instruction of ethnic studies curriculum in two urban public high schools in the Pacific Northwest. This research also examined how students perceived the curriculum and teaching strategies impacted their learning and engagement in the courses. Data collection included classroom observations, open-ended student survey, teacher and student interviews, and student work products. Data analysis included both inductive and deductive analysis. Inductive analysis revealed several themes about how teachers and students perceived ethnic studies curriculum and instruction including caring and creating classroom community, academic rigor, Critical Race Theory as a foundation for the course, di...
Why Ethnic Studies: Student Success for the Twenty-First Century
Article in Ethnic Studies Review, 2020
While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resistance Studies. Faculty in the College of Ethnic Studies demonstrated significant levels of high impact instruction in the National Survey of Student Engagement (NSSE) and senior exit surveys as compared with their colleagues across the university.
Why ethnic studies? Building critical consciousness among middle school students
Middle School Journal, 2020
Abstract The rising percentage of nonwhite students in the U.S. public school system accompanied by persistent educational debt and racial inequities presents an opportunity gap for many marginalized students. Scholars suggest that teaching ethnic studies curriculum with critical race pedagogy can help address the opportunity gap. Ethnic Studies centers on providing students educational access, relevance, and tools for social change. However, few studies examine how this curriculum affects middle school students. Based on qualitative analysis of a combination of different data sources such as student evaluations, writing samples, and teacher reflections, I found that an ethnic studies curriculum enabled middle school students to make meaningful connections to their lives and build academic and social confidence that promoted their success. It also encouraged them to develop their capacities for social action. I find that contradictory ideologies may arise from cultivating critical consciousness with regards to responses and recognition of injustices. Results suggest that teachers may help cultivate students’ critical consciousness when they have the content knowledge and pedagogical tools to support their development.