Toward an Ethnic Studies Pedagogy: Implications From the Research

• In Event: Roundtable Session 24
  In Roundtable Session: Meaningful, Relevant, and Responsive Education: A Review of Ethnic Studies Policy, Politics, Pedagogies, and Praxis

Abstract

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 put 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 question addressed in this paper is: What is Ethnic Studies pedagogy, and what are its implications for hiring and preparing K-12 teachers?
The purpose of this paper is to present research on how teachers have been (in)effective in teaching Ethnic Studies, with a focus on high school teachers. The paper begins with a definition of what we mean by Ethnic Studies (Butler, 2001; Hu-Dehart, 1993; Yang, 2000). Next, we review the existing research literature investigating what teachers of Ethnic Studies at the K-12 level actually do, identifying patterns in that research regarding effective pedagogy for Ethnic Studies (e.g., effective teachers reflect deeply on their own racial/ethnic identities, acquire Ethnic Studies content knowledge, believe in their students academically, and know how to situate students’ questions and lives within Ethnic Studies content.) We then develop those patterns in further detail by surveying five related bodies of research literature, including studies of (1) teachers serving students of color, (2) teachers of color, (3) culturally responsive pedagogy, (4) community responsive pedagogy, and (5) community based Ethnic Studies teaching. Last, we present a short history of high school Ethnic Studies courses in California and critically analyze the credentialing process by which teachers become qualified to teach Ethnic Studies.
We find that effective Ethnic Studies pedagogy goes beyond the content of the curriculum, including how the teacher relates to and engages students in building on what students already know. We explore factors that may impact Ethnic Studies teacher effectiveness including teacher cultural identity, relationship with ethnic communities, critique of Eurocentric system and curriculum, professional development opportunities, Ethnic Studies content knowledge, pedagogy, community engagement, and ethnic group membership. Based on that review, we then define Ethnic Studies pedagogy, and conclude by providing recommendations for research and practice in both K-12 classrooms and teacher education programs towards improving Ethnic Studies teaching.
Since more schools and districts like San Francisco’s are beginning to see the value of Ethnic Studies, and more courses are being established throughout the nation, there is a great need for effective Ethnic Studies pedagogy. Ultimately, Ethnic Studies needs to be developed and implemented in localized ways to provide students of color with a meaningful, responsive, and rigorous curriculum where multiple perspectives are respected, affirmed, and honored. It is not enough to adopt an Ethnic Studies curriculum without attending to pedagogy. Ethnic Studies pedagogy must be rigorous, culturally and community responsive, and reflective for it to be effective in living its promise of decolonization and challenging racism.

Authors

• Allyson Tintiangco-Cubales, San Francisco State University

• Rita Kohli, University of California - Riverside

• Jocyl Sacramento, California State University - East Bay

• Nick Henning, California State University - Fullerton

• Ruchi Agarwal-Rangnath, San Francisco State University

• Christine E. Sleeter, California State University - Monterey Bay