Critical Race Dialogue, Brave Space, and Professional Development With Ethnic Studies Teachers

• In Event: 31.040 - Critical Ethnic Studies Praxis in an Age of Expansion

Abstract

We know little about the challenges districts and teachers face when establishing ethnic studies courses. In one California school district, variation in teachers’ ethnic studies knowledge impeded the production of curricula and its implementation. This study examines how 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 critical race dialogue (Kohli, Picower, Martinez, & Ortiz, 2015; Schniedewind, 2005) plays a central role in preparing ethnic studies teachers. Critical race dialogue developed teachers’ critical race consciousness, which then led to a collective identity and shared views on major elements of ethnic studies curricular perspectives and approach. This collective identity was essential as they persisted in difficult work; their experiences yield new insights into the concept of ‘safe space’ (Leonardo & Porter, 2010). Interrogating teachers’ epistemological stance and critical race dialogue were key to an ethnic studies professional development model.

Author

• Jocyl Sacramento, University of California - Berkeley