Brown Washing Hermeneutics: Historically Responsive Pedagogy in Ethnic Studies

• In Event: 45.077 - Ethnic Studies as Freirian Pedagogy: Praxes Filipina/o/x American Studies

Abstract

Objectives
The question of legitimation in the field of Ethnic Studies has been under attacked and its impact on student success has been reduced to preserving traditional Eurocentric narratives in school curricula and misrepresented as a field that separates students by race that promotes ethnic chauvinism (Nieto, 1999; Sleeter, 2011; Tintiangco-Cubales et al., 2014). The objective of this paper is to explore the impact in teaching and learning Ethnic Studies shapes one’s identity towards a life vocation dedicated to service and activism through Historical Responsive Pedagogy (HRP). HRP is based on the following pillars: critical hermeneutics (Ricouer, 1990), community cultural wealth (Yosso, 2005), critical pedagogy (Freire, 1970), and culturally responsive pedagogy (Howard & Terry, 2011). This study examines how teaching and learning Ethnic Studies develops a historical consciousness among teachers and students in developing a sense of duty and action.

Theory
This study introduces Historically Responsive Pedagogy (HRP) by merging the worlds of critical hermeneutics (Ricouer, 1990), community cultural wealth (Yosso, 2005), critical pedagogy (Freire, 1970), and culturally responsive pedagogy (Howard & Terry, 2011) within ethnic studies as a form of praxis. These pillars contextualize how teaching and learning Ethnic Studies can shape student and teacher identities by understanding history leads to the responsibility to take action and reflection beyond the classroom.

Methods/Data Sources
This research derived its theoretical orientation from a critical hermeneutic tradition (Herda, 1999). Through an interpretive anthropological and participatory inquiry, this orientation and approach serves as praxis of unraveling narratives based on the recollection of memory and conversation. This research examined the Pin@y Educational Partnerships (PEP); an ethnic studies and social justice education leadership pipeline that fosters critical Filipina/o American leaders and educators. I explore the refiguration of memory, identity, and action through the creation of curriculum and community that is rooted within the critical historical legacies of Filipina/o Americans. I interviewed nine former PEP teachers and students and focused on how their involvement in the PEP program transformed their identity through the praxis of learning and teaching Filipina/o American Studies.

Results and Significance
In the United States, Critical Hermeneutics within Ethnic Studies and education is a rarity (Leonardo, 2003). Although this area of work remains untapped, it has the potential to reveal the ontological impact of researching and teaching Ethnic Studies. The significance of this research reveals the personal narratives of Filipina/o American teachers, in PEP, and how this program has molded their experiences to become educators and leaders in our communities. This study sheds light on community-based organizations, schools, colleges, and university partnerships in integrating Filipina/o American studies in K-College curriculum. Through Historical Responsive Pedagogy, the participants shared that their experience in PEP developed a deeper political, cultural, historical, social, and community space for Filipina/o Americans to engage in community action and reconfiguration of identity.

Author

• Dr. Rod Daus-Magbual, Pin@y Educational Partnerships