The Study of Self: Ethnic Studies Approaches in the Elementary Classroom

• In Event: "With Conscious Purposes and Plans": Possibilities and Promises of Ethnic Studies and Education

Abstract

Objectives & Research Questions
With Ethnic Studies being documented in improving educational achievement (Sleeter, 2011) and quickly becoming a high school graduation requirement across California (Strauss, 2014), it is essential that research examine applications within K-8 education. Understanding that ethnic studies approaches center the experiences and resistance of People of Color within colonialism and imperialism, questions arise when examining the implementation of such practices in the elementary classroom since the passing of the Common Core: Is it possible to implement such curriculum in the midst of restrictive standards and dehumanizing testing?

With the recent shift to the Common Core in California, few examples of ethnic studies applications exist at the elementary level, and even less with decolonization as a central focus. The purpose of this study is to examine the practical realities of implementing decolonizing and ethnic studies pedagogies in a Common Core elementary classroom.

The following questions guide this study:
1. How does an elementary educator navigate the Common Core standards to enact ethnic studies pedagogy in the classroom?
2. What are there limitations to its implementation?

Theory
This study weaves decolonizing pedagogy (Tejeda & Espinoza, 2003; Grande, 2004; Paperson, 2010; Tuck & Yang, 2012) and ethnic studies approaches (de los Rios, Lopez & Morrell, 2015; Sleeter, 2001; Tintiangco-Cubales, et al., 2014) as a means to foster critical race theory’s notion of transformational resistance (Delgado-Bernal & Solorzano, 2001) within the elementary classroom.

Methods/Sources
Using a mixed methods approach incorporating decolonial methodology (Tuhiwai Smith, 1999), autoethnography (Chang, 2008), and portraiture (Chapman, 2007; Lawrence-Lightfoot, 2005), the study highlights educator/student voices and relationships, while centering the researcher in context as an insider within both the classroom and community in South Central Los Angeles. Data were collected from August 2013 to June in 2014, and consisted of observations, artifacts and field notes from a public school in Los Angeles. The fifth grade classroom was in a low-income urban community of color, comprised mostly of Latino and Black students.

Findings
Multiple portraits of ethnic studies approaches challenging classical and internal colonialism were documented within language arts and social studies common core standards, specifically through the use of supplemental literature, research and writing projects, as well as social studies readings and activities. A substantial limitation was found within the Common Core testing, both with the state-wide standardized assessments online, as well as with the project-based assessment administered by the school district.

Significance
According to the study’s findings, implications can be made for universities, school districts, and educators. Educators have room within the common core standards to enact ethnic studies pedagogy, and must be supported and trained to do so within universities and district professional development. Common core assessments, however, continue to be Eurocentric, dehumanizing, and in conflict with decolonial and ethnic studies practices.

Author

• Carolina Valdez, California State University - Monterey Bay