"Unless We Know Ourselves and Our History": On the Necessity of Ethnic Studies and Education

Session Type: Symposium

Abstract

This session includes scholars whose work uses Ethnic Studies and Education to examine the educational experiences of communities of color. We present research that: 1) investigates the humanization of students and teachers in a high school; 2) looks into the ways Ethnic Studies can be reframed to include trauma-informed pedagogies; 3) explores the use of Ethnic Studies literature to disrupt colonial narratives within scripted curriculum and 4) examines how teacher education and Ethnic Studies supported teachers’ pedagogies. Together, we identify the necessity of Ethnic Studies pedagogies in K-12 classrooms that develop academic identities, community responsiveness, and critical consciousness. More importantly, we offer ways educators can integrate Ethnic Studies as a means to necessarily support the students and communities we serve.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Micro-analyses of the social contexts of teaching and learning

Chair

• Cati V. de los Rios, University of California - Riverside

Papers

• Critical Ethnic Studies: Humanizing Pedagogies in a Chicanx/Latinx High School Classroom - Jorge Lopez, Claremont Graduate University

• Tools, Contradictions, and Takeaways From a Healing-Centered Ethnic Studies Classroom - Stephanie Cariaga, University of California, Los Angeles

• Subverting Scripted Language Arts Curriculum: The Importance of Ethnic Studies Literature in the Elementary Classroom - Carolina Valdez, California State University - Fullerton

• Teaching With an Ethnic Studies Lens: Learning From Filipino American Teachers' Praxis - Edward Ryan Curammeng, California State University - Dominguez Hills

Discussant

• Dolores Delgado Bernal, California State University - Los Angeles